This document provides assignments and materials for a PSY 110 course, including journal entries, worksheets, cases for analysis, and chapters from the textbook P.O.W.E.R. Learning. The first journal entry asks students to reflect on how they can apply time management and stress reduction strategies from Chapter 2 to their personal, academic and work lives. The second journal entry asks students to identify three useful learning strategies from Chapter 5 and how they can improve their own learning. The third journal entry requires students to reflect on stress handling and wellness suggestions from Chapter 10 and identify three that could help them. The document then provides various worksheets, cases and textbook chapters for analysis.
PSY 110 RANK UOP Education for Service-- psy110rank.comKeatonJennings30
This document provides assignments and resources for a PSY 110 course, including journal entries, worksheets, cases for analysis, and chapters from the textbook P.O.W.E.R. Learning. For the first assignment, students are asked to write four journal entries of 175-250 words each reflecting on strategies for success from Chapter 2 on time management and stress, Chapter 5 on learning strategies, and Chapter 10 on handling stress and self-care. The document outlines the course materials and assignments for several weeks of the class.
PSY 110 RANK uop Education Your Life / psy110rank.comkopiko22
This document contains information and assignments for a PSY 110 course, including weekly journal entries, assignments, case studies, and chapters from the textbook P.O.W.E.R. Learning. The first part lists the weekly topics and assignments, which involve applying positive habits, working in diverse groups, building networks, and cultural competence. Later sections include case studies on topics like imposter syndrome, career interviews, and managing stress and time. Students are prompted to reflect on the material and relate it to their own experiences through journal responses. Chapter summaries from the textbook focus on skills like note-taking, problem-solving, careers, technology, and learning strategies. The document provides a comprehensive overview of the course materials and assignments.
This document contains information and assignments for a PSY 110 course, including journal entries, worksheets, case studies, and chapters from the textbook P.O.W.E.R. Learning. It includes assignments on topics like support systems, learning styles, positive habits, working in diverse groups, building networks, cultural competence, decision making, problem solving, note taking, careers, technology, and stress management. Students are to read assigned chapters and cases and answer questions in 150-250 words to reflect on applying the course concepts to their personal and academic lives. The document provides resources and exercises for students to improve their learning skills and prepare for success in the course.
This document contains information for various assignments for a PSY 110 course, including journal entries, worksheets, case studies, and chapters from the textbook P.O.W.E.R. Learning. It provides prompts and questions for assignments on topics like support systems, learning styles, positive habits, working in diverse groups, building networks, cultural competence, notetaking skills, careers, stress management, and using technology. Students are to write responses to the prompts in 150-250 words for assignments on self-reflection, applying course concepts, and analyzing case studies related to the weekly topics. The document also provides website links for additional course materials and classes.
This document provides assignments and materials for a PSY 110 course, including journal entries, worksheets, cases for analysis, and chapters from the textbook P.O.W.E.R. Learning. The first journal entry asks students to reflect on how they can apply time management and stress reduction strategies from Chapter 2 to their personal, academic and work lives. The second journal entry asks students to identify three useful learning strategies from Chapter 5 and how they can improve their own learning. The third journal entry requires students to reflect on stress handling and wellness suggestions from Chapter 10 and identify three that could help them. The document then provides various worksheets, cases and textbook chapters for analysis.
PSY 110 RANK UOP Education for Service-- psy110rank.comKeatonJennings30
This document provides assignments and resources for a PSY 110 course, including journal entries, worksheets, cases for analysis, and chapters from the textbook P.O.W.E.R. Learning. For the first assignment, students are asked to write four journal entries of 175-250 words each reflecting on strategies for success from Chapter 2 on time management and stress, Chapter 5 on learning strategies, and Chapter 10 on handling stress and self-care. The document outlines the course materials and assignments for several weeks of the class.
PSY 110 RANK uop Education Your Life / psy110rank.comkopiko22
This document contains information and assignments for a PSY 110 course, including weekly journal entries, assignments, case studies, and chapters from the textbook P.O.W.E.R. Learning. The first part lists the weekly topics and assignments, which involve applying positive habits, working in diverse groups, building networks, and cultural competence. Later sections include case studies on topics like imposter syndrome, career interviews, and managing stress and time. Students are prompted to reflect on the material and relate it to their own experiences through journal responses. Chapter summaries from the textbook focus on skills like note-taking, problem-solving, careers, technology, and learning strategies. The document provides a comprehensive overview of the course materials and assignments.
This document contains information and assignments for a PSY 110 course, including journal entries, worksheets, case studies, and chapters from the textbook P.O.W.E.R. Learning. It includes assignments on topics like support systems, learning styles, positive habits, working in diverse groups, building networks, cultural competence, decision making, problem solving, note taking, careers, technology, and stress management. Students are to read assigned chapters and cases and answer questions in 150-250 words to reflect on applying the course concepts to their personal and academic lives. The document provides resources and exercises for students to improve their learning skills and prepare for success in the course.
This document contains information for various assignments for a PSY 110 course, including journal entries, worksheets, case studies, and chapters from the textbook P.O.W.E.R. Learning. It provides prompts and questions for assignments on topics like support systems, learning styles, positive habits, working in diverse groups, building networks, cultural competence, notetaking skills, careers, stress management, and using technology. Students are to write responses to the prompts in 150-250 words for assignments on self-reflection, applying course concepts, and analyzing case studies related to the weekly topics. The document also provides website links for additional course materials and classes.
For more classes visit
www.snaptutorial.com
PSY 110 Week 1 Support Systems Journal Entries
PSY 110 Week 2 Learning Style Reflection
PSY 110 Week 3 Applying Positive Habits
PSY 110 Week 4 Working in Diverse Groups
PSY 110 Week 5 Building Networks
PSY 110 Case (Thinking about Race, Ethnicity, and Culture) and Case (Keeping Your Mouth Shut)
PSY 110 POWER Learning Ch 3 and Ch 7
For more classes visit
www.snaptutorial.com
PSY 110 Week 1 Support Systems Journal Entries
PSY 110 Week 2 Learning Style Reflection
PSY 110 Week 3 Applying Positive Habits
PSY 110 Week 4 Working in Diverse Groups
PSY 110 Week 5 Building Networks
Prosource Việt Nam - English speaking and vocabulary Thu Dang
C
2 Question: W hat do you like doing in your free tim e?
a) I don't have much free time because I work long hours.
b) I'm studying medicine at university.
c) I enjoy reading, going to the gym and spending time with friends and family.
d) I'm from Spain originally.
The student is currently enrolled in the Dental Hygiene Program at Clark College and plans to graduate in Spring 2001. After working in the field for a year, she will pursue a Bachelor's Degree in Dental Hygiene through Eastern Washington University, which she has researched. Ultimately, she hopes to teach dental hygiene at the college level and earn a Master's Degree. She has chosen dental hygiene because it will provide a salary and flexibility as a single mother, and she enjoys the dental office environment from her experience with friends in the field.
This document provides guidance on creating an effective questionnaire, including defining the purpose and advantages, key sections, types of questions, and best practices for writing questions. The main sections of a questionnaire are the title, introduction, biodata questions, multiple topic sections with focused questions in each, and a conclusion. Effective questions are clear, short, ask about one topic, use simple language, and provide all possible answers. Closed-response questions like multiple choice, scales, and numbers are best for gathering standardized data, while open-response questions allow for unique answers. The goal is to design a questionnaire that gathers useful data to answer the research questions in a way that respondents understand and feel comfortable answering honestly.
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides tips for preparing for the TOEIC exam. It covers strategies for each section of the exam:
1) For Part 1 (photos), focus on who, what, where questions and pay attention to prepositions and homophones.
2) For Part 2 (short conversations), listen for question words and beware of distractors.
3) For Part 3 (longer conversations), focus on speakers and topics. Predict conversation types from questions.
4) For Part 4 (short speeches), listen for keywords and opinions. Visuals may provide context.
It emphasizes pacing, not getting stuck on unknown answers, and using question types to guide listening. Proper preparation is key
Five Instructional Events with Reflectionsjeanne asberry
1) The lesson plan provides an interactive read aloud of a book about test anxiety to 2nd grade students.
2) Key elements include identifying the purpose and main ideas of the text, building vocabulary, making predictions, and using a story map to summarize what was read.
3) Formative assessments include students flashing vocabulary cards and discussing their understanding, while summative assessment involves students submitting a story map to retell the first part of the book.
- The passage discusses the debate around whether viewing media violence can promote aggressive behavior in children.
- Several studies have found that the more violence children watch on TV, the more likely they are to act aggressively and the less sensitive they are to others' pain. However, experts say media is not the sole cause and individual differences also play a role.
- While media violence is linked to actual violence, the relationship is not directly causal. Other important influences include parenting, teaching, peers, and a child's own predispositions. Good parenting can help defend against negative impacts of violent images. Ultimately, both media content and education need attention to reduce potential harms.
The document provides sample responses for the IELTS Speaking Test Part Two. It includes topics like people, objects, places, habits, experiences that examinees may have to discuss. For each topic, it lists questions examiners may ask and points the examinee should mention in their response, including describing something in 3-4 minutes using sentences in the past and present tense.
This document provides an overview of a school unit on methods and learning techniques. It includes 7 general objectives and 7 specific objectives about talking about school subjects, locations, occupations, and activities. It outlines 14 lessons that will cover naming school places and subjects, having conversations about school, learning vocabulary words, grammar with verb "be" and yes/no questions, numbers 11-100, phonics with the letter C, and punctuation in writing. It concludes with a pretest and final test.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
The document summarizes an exit exam created by an instructor for students finishing an introductory level reading and writing class. The exam includes a reading passage about naming traditions with comprehension questions, a cloze activity, and a short conversation with questions. It also has a writing prompt asking students to write a paragraph. The instructor was surprised that students struggled more than expected, showing confusion over instructions and difficulty reading the passages, suggesting not all students were fully prepared to advance to the next level. The exam aims to better assess student readiness before they progress in the program.
The CA exam is worth 5% of the student's grade. It is the third of four CA exams and will be taken in the regular classroom for 60 minutes. Students must write at least 50 words to receive full marks and will lose points for writing less. The exam will be graded on word count, task fulfillment, vocabulary, grammar, punctuation, and organization. The highest score in each category is 3. Studying stories and practicing writing can help students prepare. Spelling, grammar, punctuation, and clearly answering all questions are important.
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
There are three main types of questions: 1) those starting with an inquiring word like what, why, how, etc., 2) those starting with an auxiliary verb like is, are, do, 3) question tags used for confirmation that follow patterns based on positivity or negativity. Further types include yes/no questions that require a short answer of yes or no and follow patterns based on positivity or negativity in their formation. Questions can inquire about something to obtain an answer and help gain information.
For more classes visit
www.snaptutorial.com
PSY 110 Week 1 Support Systems Journal Entries
PSY 110 Week 2 Learning Style Reflection
PSY 110 Week 3 Applying Positive Habits
PSY 110 Week 4 Working in Diverse Groups
PSY 110 Week 5 Building Networks
PSY 110 Case (Thinking about Race, Ethnicity, and Culture) and Case (Keeping Your Mouth Shut)
PSY 110 POWER Learning Ch 3 and Ch 7
For more classes visit
www.snaptutorial.com
PSY 110 Week 1 Support Systems Journal Entries
PSY 110 Week 2 Learning Style Reflection
PSY 110 Week 3 Applying Positive Habits
PSY 110 Week 4 Working in Diverse Groups
PSY 110 Week 5 Building Networks
Prosource Việt Nam - English speaking and vocabulary Thu Dang
C
2 Question: W hat do you like doing in your free tim e?
a) I don't have much free time because I work long hours.
b) I'm studying medicine at university.
c) I enjoy reading, going to the gym and spending time with friends and family.
d) I'm from Spain originally.
The student is currently enrolled in the Dental Hygiene Program at Clark College and plans to graduate in Spring 2001. After working in the field for a year, she will pursue a Bachelor's Degree in Dental Hygiene through Eastern Washington University, which she has researched. Ultimately, she hopes to teach dental hygiene at the college level and earn a Master's Degree. She has chosen dental hygiene because it will provide a salary and flexibility as a single mother, and she enjoys the dental office environment from her experience with friends in the field.
This document provides guidance on creating an effective questionnaire, including defining the purpose and advantages, key sections, types of questions, and best practices for writing questions. The main sections of a questionnaire are the title, introduction, biodata questions, multiple topic sections with focused questions in each, and a conclusion. Effective questions are clear, short, ask about one topic, use simple language, and provide all possible answers. Closed-response questions like multiple choice, scales, and numbers are best for gathering standardized data, while open-response questions allow for unique answers. The goal is to design a questionnaire that gathers useful data to answer the research questions in a way that respondents understand and feel comfortable answering honestly.
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides tips for preparing for the TOEIC exam. It covers strategies for each section of the exam:
1) For Part 1 (photos), focus on who, what, where questions and pay attention to prepositions and homophones.
2) For Part 2 (short conversations), listen for question words and beware of distractors.
3) For Part 3 (longer conversations), focus on speakers and topics. Predict conversation types from questions.
4) For Part 4 (short speeches), listen for keywords and opinions. Visuals may provide context.
It emphasizes pacing, not getting stuck on unknown answers, and using question types to guide listening. Proper preparation is key
Five Instructional Events with Reflectionsjeanne asberry
1) The lesson plan provides an interactive read aloud of a book about test anxiety to 2nd grade students.
2) Key elements include identifying the purpose and main ideas of the text, building vocabulary, making predictions, and using a story map to summarize what was read.
3) Formative assessments include students flashing vocabulary cards and discussing their understanding, while summative assessment involves students submitting a story map to retell the first part of the book.
- The passage discusses the debate around whether viewing media violence can promote aggressive behavior in children.
- Several studies have found that the more violence children watch on TV, the more likely they are to act aggressively and the less sensitive they are to others' pain. However, experts say media is not the sole cause and individual differences also play a role.
- While media violence is linked to actual violence, the relationship is not directly causal. Other important influences include parenting, teaching, peers, and a child's own predispositions. Good parenting can help defend against negative impacts of violent images. Ultimately, both media content and education need attention to reduce potential harms.
The document provides sample responses for the IELTS Speaking Test Part Two. It includes topics like people, objects, places, habits, experiences that examinees may have to discuss. For each topic, it lists questions examiners may ask and points the examinee should mention in their response, including describing something in 3-4 minutes using sentences in the past and present tense.
This document provides an overview of a school unit on methods and learning techniques. It includes 7 general objectives and 7 specific objectives about talking about school subjects, locations, occupations, and activities. It outlines 14 lessons that will cover naming school places and subjects, having conversations about school, learning vocabulary words, grammar with verb "be" and yes/no questions, numbers 11-100, phonics with the letter C, and punctuation in writing. It concludes with a pretest and final test.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
The document summarizes an exit exam created by an instructor for students finishing an introductory level reading and writing class. The exam includes a reading passage about naming traditions with comprehension questions, a cloze activity, and a short conversation with questions. It also has a writing prompt asking students to write a paragraph. The instructor was surprised that students struggled more than expected, showing confusion over instructions and difficulty reading the passages, suggesting not all students were fully prepared to advance to the next level. The exam aims to better assess student readiness before they progress in the program.
The CA exam is worth 5% of the student's grade. It is the third of four CA exams and will be taken in the regular classroom for 60 minutes. Students must write at least 50 words to receive full marks and will lose points for writing less. The exam will be graded on word count, task fulfillment, vocabulary, grammar, punctuation, and organization. The highest score in each category is 3. Studying stories and practicing writing can help students prepare. Spelling, grammar, punctuation, and clearly answering all questions are important.
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
There are three main types of questions: 1) those starting with an inquiring word like what, why, how, etc., 2) those starting with an auxiliary verb like is, are, do, 3) question tags used for confirmation that follow patterns based on positivity or negativity. Further types include yes/no questions that require a short answer of yes or no and follow patterns based on positivity or negativity in their formation. Questions can inquire about something to obtain an answer and help gain information.
Week 2 Application—InterviewUnderstanding Differences in Perspec.docxcelenarouzie
Week 2 Application—Interview
Understanding Differences in Perspectives on the
Care and Education of Infants and Toddlers
Step 1: Interview Setup
Identify an adult who you would like to interview based on the following criteria:
· He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.)
· His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.)
Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family.
Schedule the interview, which should take approximately 30 minutes or longer.
Step 2: Pre-Interview Writing
Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours.
Step 3: Interview
Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes.
During the interview:
· Focus on creating a sense of trust.
· Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response.
· Listen deeply to what is said (or not said), without judgment.
· Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable.
The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources.
Interview Questions
Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question.
1.
How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity?
2.
How would you describe your child, including his or her cultural background?
3.
What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak?
4.
Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.
NCV 2 Language Hands-On Support Slide Show - Module 2Future Managers
This slide show complements the learner guide NCV 2 Language Hands-On Training by Frieda Wade, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
This document discusses mentoring relationships and provides strategies for mentees to proactively manage their relationships with their mentors. It encourages mentees to assess their own communication styles and strengths as well as their mentor's using tools like Myers-Briggs. Mentees can then apply this self-awareness to better understand their mentor's expectations, communicate their own goals effectively, and adapt their approach strategically. The document uses a case study to illustrate how a mentee who is introverted can work on developing their skills at actively engaging with an extroverted mentor to improve their collaboration. Overall, it promotes the idea that mentees should take responsibility for discovering their mentor's needs and fostering mutual understanding in the relationship.
The document provides test-taking strategies for students to use when taking standardized tests. It recommends considering whether questions are explicitly stated or require more critical thinking. Students should carefully read and understand what each question is asking. The document also advises using process of elimination to eliminate incorrect answer choices, making inferences before seeing answer options, and referring back to the text for support.
The document provides information about English course requirements at a university. It states that students must achieve a minimum TOEIC score of 650 for tourism or 550 for counseling or take two hours of English Corner classes each semester. It also notes that students who have met the TOEIC requirements should bring their certificate or results to the Language Center to have a copy made. It includes sample sentences with common grammar errors for students to correct.
This document summarizes a case study on the emotive variables that influence motivation for vocabulary learning. The study examined two questionnaires given to second year Japanese university students in a content-based English course. The first questionnaire asked students about their perceptions and experiences with the vocabulary learning program. The second questionnaire probed student motivation, beliefs, and meta-cognitive awareness. Follow-up interviews found that lack of sleep, stress from other commitments, and upcoming tests and presentations negatively impacted motivation. The conclusion discusses the role of emotion, sleep deprivation, and emotional control strategies in language learning motivation.
The document discusses the importance of having difficult but important conversations. It notes that extraordinary leadership comes from having fierce conversations with ourselves and others. It also discusses why people often avoid hard conversations, such as a desire to please others or protect personal comfort and safety. The document provides tips for preparing for and having difficult conversations, such as getting clear on the problem, crafting how to address it, considering various scenarios and outcomes, and maintaining composure during the conversation.
The document discusses effective questioning techniques for teachers in English as a foreign language (EFL) classrooms. It outlines different types of questions, including display vs. referential questions, and a taxonomy of questions ranging from literal comprehension to appreciation. The role of questions in EFL classes is to promote classroom interaction, feedback, and communication. Effective questions minimize teacher talking time while maximizing student thinking and involvement. Questions should also be cognitively challenging but time-effective. Problematic questions risk embarrassment or do not elicit helpful responses.
Choosing a career is a very crucial aspect of a learner’s decision making process. It could make or unmake their future. Deciding on what to pursue therefore need to be taken slowly and cautiously. As a teacher you have to help them prepare for that big day. You have to guide them in finding the right career path for them to trudge when they pursue higher studies.
This module will make learners realize that as they go along the way, they will find out that they do not have to make the decision alone. You have to make them aware that there will always be people who would help them out. The role of parents and other support system is given emphasis in this module.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
This document provides strategies for taking standardized tests. It recommends considering whether questions are explicitly stated or require deeper thinking. Students should carefully read questions and answer choices to determine what type of question is being asked. Process of elimination can help narrow down options, and students should predict answers before looking at choices. Constructed response questions allow students to explain their thinking using evidence from the text. Rubrics are provided to self-evaluate responses. Visual elements like charts and maps provide information to answer questions. Students should try their best on all questions and review their work before submitting.
Similar to PSY 110 uop Focus Dreams/newtonhelp.com (16)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
1. PSY 110 All Assignments
For more course tutorials visit
www.newtonhelp.com
PSY 110 Week 1 Support Systems Journal Entries
PSY 110 Week 2 Learning Style Reflection
PSY 110 Week 3 Applying Positive Habits
PSY 110 Week 3 Applying Positive Habits (Option A-Email) (New
Syllabus)
PSY 110 Week 3 Applying Positive Habits (Option B-Pamphlet) (New
Syllabus)
PSY 110 Assignment Week 4 Working in Diverse Groups Worksheet
(New Syllabus)
PSY 110 Week 4 Working in Diverse Groups
PSY 110 Week 5 Building Networks
PSY 110 Week 5 Building Networks Worksheet (New Syllabus)
PSY 110 Case (Thinking about Race, Ethnicity, and Culture) and Case
(Keeping Your Mouth Shut)
PSY 110 POWER Learning Ch 3 and Ch 7
PSY 110 POWER Learning Ch 3 and Ch 6
PSY 110 POWER learning Ch 1 and ch 8
PSY 110 Week 2 Learning Styles and Motivation Reflection (New
Syllabus)
===============================================
2. PSY 110 Assignment Week 4 Working in Diverse Groups
Worksheet (New Syllabus)
For more course tutorials visit
www.newtonhelp.com
Week 4 – Working in Diverse Groups
IN YOUR OWN WORDS, answer the following questions in the boxes
below.
Please answer the following questions with 50-175 words per response:
1) IN YOUR OWN WORDS, what is cultural competence? (at least 50
words)
2) How is cultural competence advantageous in the workplace? (at least
50 words)
3) What two or three strategies can you use to develop cultural
competence? (at least 50 words)
4) What strategies can you use to become more at ease with differences
and diversity? (at least 50 words)
5) What does your ideal workplace look like? How would you like to be
treated? How should you treat others? (at least 50 words)
===============================================
PSY 110 Case (Thinking about Race, Ethnicity, and Culture)
and Case (Keeping Your Mouth Shut)
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Thinking about Race, Ethnicity, and Culture
1. Were race and ethnicity discussed in your family as you were growing
up? In what ways?
2. Do you demonstrate—through your behavior, attitudes, and/or
beliefs—your own ethnic background? How?
3. Are there cultural differences between you and members of other
races or ethnicities? What are they?
4. Are you proud of your ethnicity? Why?
5. Think what it would be like to be a member of a racial group or
ethnicity other than your own. In what ways would your childhood and
adolescence have been different? How would you view the world
differently?
In 150 word for each question please review the following. This does not
need to be in APAformat.
The Case of ...
Keeping Your Mouth Shut
Jorge Azar had immigrated with his parents to the United States from
the Dominican Republic when he was 11 years old. Although Jorge had
become fluent in English, he still spoke with an accent. Jorge had never
felt self-conscious about it before. He'd lived most of his life in America
in New York City, surrounded by dozens of different accents.
Now, though, Jorge had relocated with his wife out of New York. He'd
enrolled in college to earn his degree in software engineering, and he
was sitting in a classroom in which he was the only Hispanic. Jorge
suddenly felt nervous to open his mouth. He was sure that no matter
what he said, his fellow classmates would disregard it because of his
accent. Despite graduating from high school in the top of his class, Jorge
4. was struck dumb at the idea of answering the questions his instructors
asked.
One day, Jorge couldn't avoid the problem anymore. In one of his
programming classes, his instructor called on him by name to explain a
technical term. Jorge knew what the term meant and how to explain it ...
but he was afraid that as soon as he spoke, he'd be laughed at. As the
moments ticked by and the class waited for Jorge's response, he started
to wonder why he'd enrolled in college in the first place.
1. Can you identify with Jorge's situation? Are there aspects of yourself
that you feel self-conscious about?
2. What assumptions does Jorge fear his classmates will make?
3. What assumptions about his classmates is Jorge making?
4. What advice would you give Jorge to help him feel more comfortable,
not just speaking in class, but in college in general?
5. Have you ever judged someone based not on what they say, but how
they say it? What did you learn from this incident, and how could you
avoid it in the future?
===============================================
PSY 110 POWER learning Ch 1 and ch 8
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P.O.W.E.R. Learning, Ch. 1: Becoming an Expert Student
ThIt was during the second week of classes that the questioning started.
Until then, Jesse had been fairly confident in his decision to enroll at a
college in the Denver suburbs to gain training to be a medical technician.
5. He had been excited to try something new and to start a new career, but
more and more he was wondering if he'd made the right choice.
To get to campus, Jesse had to take a forty-five-minute bus ride, because
his wife needed the car to get to her office in downtown Denver. Jesse
was also keeping his part-time job as an executive assistant at a doctor's
office, a job that meant another long commute. And on top of that, Jesse
needed to find time among work, classes, and studying to help care for
his five-year-old son.
Maybe, Jesse was beginning to think, college hadn't been such a good
idea. True, he could earn more money as a medical technician and begin
a more promising career. But was it really worth all this added time and
stress? Plus, Jesse had never done very well academically. Why would
college be any different? If he wanted to make more money, he could
just add more shifts at his current job.
Why bother with college? Jesse thought to himself. What an expense,
and what a hassle. For what?e Case of
Review the following questions answer in 150 word for each questions.
This doesn’t have to be in APA format
1. What arguments could you provide Jesse as to the value of a
college education?
2. Do you think that Jesse's doubts are common?
3. What might you suggest that Jesse do to help deal with his doubts
about the value of college?
4. Why might a student's doubts about the value of college be
especially strong during the beginning weeks of college?
5. Do you share any of Jesse's concerns about the value of a college
education? Do you have additional ones?
6. P.O.W.E.R. Learning, Ch. 8: Making Decisions and Problem Solving
The Case of
Erica had a problem.
She and her friend Karen had found a two-bedroom apartment to share
for the upcoming year. The apartment was on the expensive side, but
they had decided that it was worth it because it was in a great location.
She and Karen had jointly paid the security deposit on the apartment.
However, because Karen hadn't been around when it came time to sign
the lease, only Erica had signed it. Consequently, Erica was legally
responsible for fulfilling the terms of the lease.
Now, only two weeks before they were scheduled to move in, Karen told
Erica that she had realized she couldn't afford the rent and that she had
decided she had to live with her parents. Erica was simultaneously
furious with Karen and panicky at the thought of having to pay the rent
by herself.
How was she going to deal with the problem?
Review the following questions answer in 150 word for each questions.
This doesn’t have to be in APA format
1. Is the problem a purely financial and legal one, or are there
personal and social considerations that should be taken into account in
solving the problem?
2. Is the problem solely Erica's problem, or should Karen take
responsibility for solving it as well?
3. What alternatives does Erica have for dealing with the situation?
7. 4. How should Erica go about evaluating the outcomes for each
alternative?
5. Based on your analysis of the problem, what advice would you
give Erica for dealing with the situation?
===============================================
PSY 110 POWER Learning Ch 3 and Ch 6
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P.O.W.E.R. Learning, Ch. 3: Taking Notes
The Case of ...Not Missing a Thing
Some people write down a few things in class. Others write down most
things. Jennifer Beck wrote down everything.
The woman was virtually a human dictation machine. She spent her time
in class in a whirlwind of notetaking, writing down in a clear,
meticulous script seemingly every word her instructor uttered. By the
end of a term, her notebooks were so lengthy that they approached the
size of telephone books from a small city.
Yet despite her thorough notes, Jennifer was only a mediocre student.
She was a hard worker and studied her many notes thoroughly before
tests. But she never managed to get grades higher than a C+. It seemed
unbelievable to her. She worked incredibly hard in class taking good
notes. Why wasn't it paying off?
1. How do you think Jennifer defines "good notetaking"?
2.
8. 3. Why does Jennifer's method of notetaking produce such poor results?
What is she missing?
4.
5. If you asked Jennifer to summarize the instructor's main ideas after a
class lecture, how successful do you think she would be? Why?
6.
7. Do you think it would be easy or hard to study for a final exam using
Jennifer's notes? Why?
8.
9. Do you think Jennifer evaluates her notes during or after class? Do
you think she ever rethinks them? What questions would you ask to help
her perform these steps?
10.
11. In general, what advice would you give Jennifer on notetaking?
In 150 words for each question answer the following. This doesn't have
to be in APA.
P.O.W.E.R. Learning, Ch. 6: Careers
The Case of ...Interviewophobia
Dale had found his dream job.
A few weeks before finishing college to get his degree in fitness
training, Dale found an online job posting for an entry-level training job
with the professional basketball team that played in his area. Dale had
long been a fan of the team. The salary and benefits were excellent. The
facility where the team trained was only ten minutes from Dale's house.
In short, the job was perfect, and Dale was thrilled when, a week after
submitting his résumé, he received a call about scheduling an interview.
But then Dale started to get nervous. He had failed miserably at the only
job interview he had ever had, for a sales position at a retail company
after he finished high school. He'd actually gotten into an argument with
his interviewer. What if the interview for the fitness trainer position
went just as poorly?
Other worries started creeping into Dale's mind. What if the interviewer
asked questions about Dale's limited training experience? What if Dale
9. forgot to mention the key experiences on his résumé? What if he wore
the wrong clothes?
As the interview approached, Dale went from excited to terrified. He
was certain he would blow the interview. So much for my dream job, he
thought.
1. What advice would you give Dale? How is this interview different
from the one he experienced just after finishing high school?
2.
3. What steps could Dale take to ready himself for the interview? How
could he build his confidence?
4.
5. What could Dale do to prepare for questions about his work
experience?
6.
7. What tactics could Dale employ to make sure the interview remains
cordial, and to get on his interviewer's good side?
===============================================
PSY 110 POWER Learning Ch 3 and Ch 7
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P.O.W.E.R. Learning, Ch. 3: Taking Notes
The Case of …
Some people write down a few things in class. Others write down most
things. Jennifer Beck wrote down everything.
The woman was virtually a human dictation machine. She spent her time
in class in a whirlwind of notetaking, writing down in a clear,
10. meticulous script seemingly every word her instructor uttered. By the
end of a term, her notebooks were so lengthy that they approached the
size of telephone books from a small city.
Yet despite her thorough notes, Jennifer was only a mediocre student.
She was a hard worker and studied her many notes thoroughly before
tests. But she never managed to get grades higher than a C+. It seemed
unbelievable to her. She worked incredibly hard in class taking good
notes. Why wasn't it paying off?
Review the following questions then in 150 word for each question
answer the following.
This doesn’t have to be in a APA format
1. How do you think Jennifer defines “good notetaking”?
2. Why does Jennifer's method of notetaking produce such poor results?
What is she missing?
3. If you asked Jennifer to summarize the instructor's main ideas after a
class lecture, how successful do you think she would be? Why?
4. Do you think it would be easy or hard to study for a final exam using
Jennifer's notes? Why?
5. Do you think Jennifer ev
6. aluates her notes during or after class? Do you think she ever rethinks
them? What questions would you ask to help her perform these steps?
7. In general, what advice would you give Jennifer on notetaking?
P.O.W.E.R. Learning, Ch. 7: Technology and Information Competency
The Case of …
It had already been a long day for Joelle.
She'd worked two hours of overtime at her job supervising a call center.
She'd driven home and immediately sat down at her computer to start
work on her paper for her marketing class the next day. It was already
11:00 p.m. by the time she finished her research on the web. Then she
began writing, opening a new file in her word processing program.
Joelle worked hard, drinking coffee to help her concentrate on the
paper—and to keep her eyes open. When she was about three-quarters of
11. the way done, her computer screen suddenly froze. Joelle pushed every
button she could think of, but finally had to switch her computer off and
then switch it back on. She opened the file for her paper … and saw an
empty page.
To her horror, Joelle realized that her paper had been lost. She looked at
the clock—it was almost 3:00 a.m. Did she really need to start her paper
all over again?
Review the following questions then in 150 word for each question
answer the following.
This doesn’t have to be in a APA format
1. How well did Joelle use her time to work on her paper? What advice
would you give her about the preparation stage of working on a paper?
2. Clearly, Joelle should have saved her work frequently while she was
working. What else should she have done while working on her paper to
help her recover from such a catastrophe?
3. Do you think Joelle's instructor would be sensitive to her problem?
Do you think he or she would be willing to give her an extension? What
could Joelle do to make her case that she had nearly finished the paper?
4. What should Joelle do next to begin reconstructing her paper and
recovering as much of her work as possible?
===============================================
PSY 110 Week 1 Support Systems Journal Entries
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Support Systems Journal Entries
12. This week, you will create journal entries to help you reflect on this
week's resources and your personal connection to them. This will give
you practice in writing about these ideas and will help you to apply these
tools in different areas of your life, such as school, home, and work.
Reflect on some strategies for becoming a successful student that you
learned from this week's learning content, including the textbook,
videos, and classroom discussion.
Hint: The recommended Connect Activities include a self-assessment on
time and stress management you might find helpful.
Write four separate journal entries of 175 to 250 WDS each (that is the
equivalent of a half-page to three-quarters of a page each.) For this
assignment, there is no specific formatting requirement, but make sure to
proofread for grammar and spelling. The goal is to relate the course
content to your real-world experiences.
The following are the four entries you need to W about:
1. After reading Ch. 2 of P.O.W.E.R. Learning, answer the following:
• How can you use what you learned from the chapter and those
activities to best support your personal, academic, and work life?
• How can they help you improve time management and decrease stress
at home, work, and in school?
2. After reading Ch. 5 of P.O.W.E.R. Learning, answer the following:
• Which three strategies seemed most useful to you? Why?
• How can you use those strategies to improve your own learning?
3. After reading Ch. 10 of P.O.W.E.R. Learning, reflect on the sections
on handling stress and keeping well, and then answer the following:
• What three suggestions for handling stress do you think will be most
useful to you? Why?
• How do you think your support system can help to decrease your stress
at school, home, and in the workplace?
4. After watching this week's Psychology of Learning videos on this
week's Electronic Reserve Readings page, answer the following:
• How do you think classical and operant conditioning and cognitive
learning play a role in terms of your study habits, and stress and time
management?
13. Combine your entries into one document and include a title page.
===============================================
PSY 110 Week 2 Learning Style Reflection
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Learning Style Reflection
This assignment will allow you to reflect on the information you learned
in the section "Discovering Your Learning Styles" in Ch. 1 of
P.O.W.E.R. Learning.
Hint:
• If you have a read/write learning style, consider the written
reflection.
• If you have a visual/graphic learning style, consider the
presentation option.
• If you have an auditory/verbal style, be sure to include some
audio, either in the notes or in the body of the slides.
Discover more about your Learning Style by completing this week's
recommended Connect Activities.
Select and complete one of the following assignment options. If you
have a read/write learning style, consider the written reflection. If you
have a visual/graphic learning style, consider the presentation option. If
you have an auditory/verbal style, be sure to include some audio, either
in the notes or in the body of the slides.
Written Reflection
14. Write a 700- to 1,050-word response to the following questions:
1. What learning style are you?
2. What factors led you to that decision?
3. How are learning styles associated with successful adult learning?
4. How do learners’ needs impact motivation to learn in both academic
and professional settings?
5. Knowing your learning style, what can you do to ensure academic
success? For example, what can you do to take better notes? How can
you prepare for tests?
6. How can understanding growth and fixed mindsets impact your
learning?
7. How can understanding the field of psychology help you with your
behavior and mental processes?
===============================================
PSY 110 Week 2 Learning Styles and Motivation Reflection
(New Syllabus)
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Learning Styles and Motivation Reflection
Complete the following worksheet by answering all the questions in the
boxes below.
1. After reading the section, “Discovering Your Learning Styles” in Ch.
1 of P.O.W.E.R. Learning and taking the Connect quiz, answer the
15. following in 50 to 175 words: What is your preferred receptive learning
style? Do you agree or disagree with the results? What tips does the
textbook offer to help you study better or learn new skills at work?
2. After reading Ch. 8 of P.O.W.E.R. Learning, answer the following in
50 to 175 words: What strategies can you use to make good decisions
and problem solve in your personal life, at school, at work, finding a job,
buying a car, etc.?
3. Based on information in Carol Dweck’s video, how can understanding
growth and fixed mindsets impact your learning? Respond in 50 to 175
words by providing details and examples of what you can do in your
daily studies. (If you would like additional information on these terms,
feel free to read the Week 2 Electronic Reserve Readings.)
===============================================
PSY 110 Week 3 Applying Positive Habits (Option A-Email)
(New Syllabus)
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Applying Positive Habits
Select Option A, as a refresher to this week's readings, consider
learning more about making a commitment to learn and apply positive
habits by completing this week's recommended Connect Activities.
17. This week's assignment offers you the opportunity to think of
developing study habits that can guide success in your studies and in
your career. You read about how to take notes and process information
in Ch. 3 of P.O.W.E.R. Learning.
Next, Ch. 7, reinforces some of this information as you read about how
to better use technology and sort through information.
Imagine now that you are working part-time at the university's student
resource center. It is your turn to provide advice to a student who is
asking for help.
Applying Positive Habits
Select Option B, as a refresher to this week's readings, consider learning
more about making a commitment to learn and apply positive habits by
completing this week's recommended Connect Activities.
Option B: Pamphlet
Create a handout to inform college students the strategies you are
learning about this week. Ensure you include answers to the following in
50 to 175 words:
• What are some notetaking strategies?
• What are some tips to sort through vast amounts of information on the
web? How do you ensure you are finding authoritative information?
• How can developing good study habits help you to avoid plagiarism in
your future studies or in the workplace?
Tip: Use the template provided for you or use the Brochure Builder.
===============================================
PSY 110 Week 4 Working in Diverse Groups
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Working in Diverse Groups
This week is about working in diverse groups and developing cultural
competence that can help you in many scenarios.
Imagine now that you have found a job opening that is looking for
someone to join its diverse team. To narrow down candidates for the job,
the description says candidates should be prepared to explain in a brief
presentation their knowledge of how they work with others.
Read Ch. 9: Diversity and Relationships to review strategies that will
help prepare you for this assignment.
Hint: The Connect Activities in the recommended section of this week
can also help you to learn more.
Working in Diverse Groups
Create a 10- to 15-slide Microsoft® PowerPoint® presentation that
allows you to showcase your knowledge about working in diverse
groups to a potential employer.
Make sure to read the information in Chapter 9 of P.O.W.E.R. Learning
and Your Life. (Hint: The Connect Activities in the recommended
section of this week can also help you to learn more.)
A further review of Chapter 1 and Chapter 8 will help you to recall what
you discovered about your learning style and how to solve problems.
Here is a guideline for developing your presentation:
1. The first slide should be a title slide for the presentation.
2. An introduction slide should come after the title slide. This slide
should allow you to introduce the topics you will be discussing.
3. For the next two to three slides, discuss what topics from Weeks 1
through 3 that might help you when working in diverse groups. For
example, you could talk about learning styles, and how that might
19. impact your work in a group or work assignment versus in an individual
assignment. (Tip: Think about information that was covered in Week 2
when covering this portion.)
4. For your next two to three slides, explain how developing cultural
competence can be useful to you when working with others in school?
How can it be advantageous in the workplace? What two or three
strategies can you use to become more culturally competent? (Tip: Refer
to the section, "Developing Cultural Competence" in Chapter 9.)
5. For your next two to three slides, explain what your course text says
about diversity, and how that plays a role in building relationships? (Tip:
Refer to the section, "Building Lasting Relationships in Chapter 9.)
6. After the body of the presentation, you will need to develop a
conclusion slide. This should wrap up yourpresentation, so that your
audience (a potential interviewer in this case) will be reminded of your
key points.
Note: For help withPowerPoint®", refer to "How to Create a
PowerPoint®" located in Materials for this assignment (on the right side
of the classroom in the assignment view).
In the meantime, here are some tips:
• Organize the slides with bullet points and use the notes sections
for comments that should accompany/explain each slide.
• Keep in mind that when you are putting together a presentation,
your slides should follow the 6:6 rule - there should be no more than 6
bullet points per slide, with about 6 word per bullet point. That means
that the majority of the information in your slideshow will be in the
notes section.
• It is important to remember that the slideshow is clear and
logically organized; whether the notes section is used effectively;
incorporates effective design elements (font headings, spacing, color);
whether the slideshow is functional (including working audio clips,
visual components and links) and whether grammar, usage, spelling and
punctuation follow standard American English.
===============================================
20. PSY 110 Week 5 Building Networks Worksheet (New Syllabus)
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Building Networks
Each week you’ve been learning important tools and strategies to keep
you moving forward and juggling life, in general. This assignment will
help you to identify career resources and explain how the skills and
strategies you are learning can help you with your networking.
Ch. 6 on careers can help provide you with ideas for needed resources.
This week’s brief articles and video on the Electronic Reserve Reading
page also provide helpful information.
Answer all of the questions in the following table.
Respond in 50 to 100 words:
• Who are the people in your life that can help you build your
professional and academic networks? Consider your friends, family,
current and past co-workers, current and former classmates, teachers,
community members, and neighbors.
Respond in 50 to 100 words:
• What is a professional organization you would like to join? How can
joining this organization benefit you in terms of networking?
Respond in 50 to 100 words:
• What are some academic associations or school clubs that can help you
with your academic network?
Respond in 50 to 100 words:
• How can you leverage social media to improve your professional and
academic networks?
Respond in 50 to 100 words:
21. • Identify at least one person who could potentially be a mentor for you
in your career. Why and how do you think this person will be able to
help you grow?
Respond in 50 to 100 words:
• How can you continue to examine your career goals over time? How
can you stay current in terms of assessing career opportunities? What
would you do if you want to change your mind from one career path to
another?
===============================================
PSY 110 Week 5 Building Networks
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This assignment is a way for you to bring together all you have learned
in the course. Through all the course’s learning activities and
assignments you have been learning important tools and strategies to
keep you moving forward and juggling life, in general. This assignment,
in particular, will help you to explain how the skills and strategies you
are learning can help you with academic and professional networking!
Review Ch. 3 and 6 this week. A quick review of Ch. 3 on notetaking
can help you with help with brainstorming for this final assignment. Ch.
6 on careers can help provide you with ideas for needed resources.
Remember to take time to review your assignments from the last four
weeks.
Review and reflect on what you have learned about the following five
categories of questions listed below.
22. Using Microsoft® Word, provide an explanation that responds to each
of the following five categories. Your word count should be between
250 to 350 words for each category.
Information Competency (250 to 350 words)
Think about your profession, and identify at least one industry or
professional organization you would like to join. What is that
organization? How can joining this organization benefit you in terms of
networking? How do you think it can help you maintain or improve your
skills? Why?
What kinds of portfolio items can you collect that will help you
develop a professional network? Why do you think these will help?
How can social media help you develop an academic or professional
network? What sites do you think would be helpful? Why?
Learning Skills Reflection (250 to 350 words)
• What stress and time management strategies do you think you can use
when juggling school, personal life, and your networking?
• What have you discovered about your learning style(s)? How do you
think you can use your personal styles to develop an academic or
professional network?
Thinking and Problem Solving (250 to 350 words)
• What are some strategies to help you problem solve in both your
academic and professional networking?
• Identify at least one person who could potentially be a mentor for you
in your career. Why and how do you think this person will be able to
help you grow?
• How can you continue to examine your career goals over time? How
can you stay current in terms of assessing career opportunities? What
would you do if you want to change your mind from one career path to
another?
Grit and Growth Mindset (250 to 350 words)
23. • What strategies will you use to keep up your motivation to network
when life's challenges come up and try to distract you from your
networking goals?
Utilization of Support Mechanisms (250 to 350 words)
• How can job sites be part of a professional network?
• How could an internship or shadowing a professional help you build a
professional network? What are some academic associations or school
clubs that can be useful in creating an academic network? How could
faculty members be useful in creating an academic network?
===============================================