Study skills website yr 11
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The document provides instructions for students at Mount Carmel High School to access and log into their school's tracking system. It directs students to click on "For Students" and then "Tracking System" on the school's website. Students are then instructed to create a login using their school username and password to access and complete a self-evaluation through the tracking system.
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The document discusses different types of groups including primary groups which are small and intimate like family and friends, secondary groups which are larger and goal-focused like workplaces and classes, temporary groups formed for a specific purpose like class assignment groups, permanent groups with strong connections like family and friends, formal groups with established goals and protocols like work teams and schools, and informal groups that occur as needed without structure like extended family and acquaintances.
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Images can convey a lot of information without words. They allow us to understand people on a deeper level. Role models, like Marcellin Champagnat, drew their strength and vision from religious figures including Jesus Christ. Under Marcellin's influence, the Marist Brothers now have a worldwide presence educating and ministering to hundreds of thousands of people across many countries and continents.
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Images can convey a lot of information without words. They allow us to understand people on a deeper level. Role models, like Marcellin Champagnat, drew their strength and vision from religious figures including Jesus Christ. Under Marcellin's influence, the Marist Brothers now have a worldwide presence educating and ministering to hundreds of thousands of people across many countries.
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The document discusses several factors that contribute to homelessness:
Health issues like mental illness make it difficult for homeless people to access and afford healthcare services, contributing to issues that could lead to or prolong homelessness. Lack of affordable and safe housing is a major cause of homelessness. Being homeless also lacks basic needs of security, safety, and stability that most take for granted, as homeless people must constantly worry about theft and harm from others. Homelessness can negatively impact self-esteem and sense of identity as the homeless may feel socially isolated with few connections and see themselves as having little value or place in society.
Families in crisis
Families in crisis need access to a wide range of support services including relationship counseling, income support, childcare, health services, legal aid, job training, financial assistance, housing, and mental health support. They require help meeting basic needs, as well as support and resources to cope with changes from the crisis and move forward in a positive way. Access to resources can be influenced by factors such as age, disability status, education level, ethnicity, gender, location, and socioeconomic status.
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The document discusses issues faced by homeless people in Australia. It notes that around 100,000 Australians are estimated to be homeless on a given night, including young people, families, those with mental illnesses or substance abuse issues. The homeless have significant needs like housing, healthcare, education and employment assistance but lack resources to access these services. Improving access to support services can help the homeless gain housing and skills to exit homelessness.
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The document discusses various aspects of support and access for people with disabilities including:
1) Access to services like employment, education, transport, goods and services is protected by law to prevent discrimination.
2) Education services provide special classes and adjust resources to support students with disabilities. Schools like Mater Dei cater to those with more severe needs.
3) Employment support includes services from Centrelink and the Disability Employment Network to help find and maintain jobs.
4) Financial support includes payments from Centrelink like the Disability Support Pension and allowances for transport, temporary disabilities, and carers of people with disabilities.
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The document discusses several issues faced by the LGBTQ community including access to services, education, employment, health, housing, safety, self-esteem, and sense of identity. It notes that discrimination and lack of acceptance can make accessing services, forming friendships, feeling secure, and developing self-esteem more difficult for LGBTQ individuals. It also discusses how online communities and LGBTQ organizations provide support and help address the specific needs of this population.
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This document outlines the key needs and support services available for youth populations. It discusses educational opportunities, health services, financial assistance, counseling services, recreational activities, employment support, housing assistance, injury prevention programs, mental health and substance abuse services. The overall goals are to provide youth with opportunities to develop independence and a sense of identity while maintaining security, safety and high self-esteem.
Pdhpeta conference 2011
This document discusses various tools and strategies for enhancing learning and teaching with technology, with a focus on providing feedback. It recommends Khan Academy, Google Docs, surveys, quizzes, collaborative documents, blogs, wikis, and games as ways to gather feedback from students on their understanding and provide feedback to students. Peer and self-assessment are also discussed as valuable forms of feedback, though students may benefit more from feedback from teachers and other students. A variety of online tools are presented that can be used to publish student work, share resources, and facilitate collaboration and feedback.
Bronfenbrener
Urie Bronfenbrenner was a Russian American psychologist born in 1917 who developed the ecological systems theory of child development. He believed child development is influenced by different environmental systems, including the microsystem of immediate family and friends, the mesosystem of connections between environments like home and school, the exosystem of indirect influences like a parent's workplace, and the macrosystem of wider cultural values. Later he added the chronosystem of environmental changes over one's lifetime. Bronfenbrenner is regarded as one of the leading scholars on the interplay between child development research and policy.
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Jean Piaget was a Swiss psychologist born in 1896 who developed the theory of cognitive development. He believed that children progress through four major stages of intellectual development, starting with the sensorimotor period from birth to 18 months where they develop reflexive behaviors, followed by the preoperational period from 18 months to 7 years where they gain language and number skills, then the concrete operations period from 7 to 12 years where they learn to think in abstract terms. Piaget made significant contributions to understanding child development and how children's cognitive abilities emerge and become more complex over time.
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Jean Piaget was a Swiss psychologist known for developing the theory of constructivism and studying cognitive development in children. He believed that intelligence develops through four stages that are related to age, where children progress from egocentrism to understanding other perspectives. Piaget investigated children's thinking and believed their cognitive processes developed through adapting to their environment. His work influenced approaches to education by emphasizing active, challenging learning activities suited to a child's developmental level.
Erik erikson
Erik Erikson developed an 8 stage theory of psychosocial development where individuals develop a sense of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity based on their environmental influences and social relationships at different stages of life. He saw development as being linked to relationships with parents in infancy, autonomy and initiative from interactions with teachers and peers in childhood, and forming identities and relationships during adolescence and adulthood based on social experiences and acceptance.
AIS conference
The document discusses feedback in education and the potential of Web 2.0 technologies to improve feedback. It notes that student feedback to teachers can most improve learning according to Hattie. It recommends using surveys, quizzes, collaborative documents for feedback and cites examples like Khan Academy, Quizlet, and Jeopardy labs. While peer feedback is often wrong, students value it, so improving peer and self-assessment is important. Clear learning goals and success criteria can help, as can collaborative technologies like Slideshare for publishing, sharing, and getting feedback.
Types of groups
Primary groups are small, long-term groups characterized by intimate communication and high levels of cohesiveness that provide security. Secondary groups are larger with less intimacy and more goal-focused to achieve objectives. Temporary groups form for a particular purpose and end when the purpose is fulfilled, while permanent groups last a long time with strong bonds over similar interests. Formal groups have specific goals and boundaries to follow, lasting varying amounts of time, compared to informal groups that form flexibly as needs arise without structure.
Groups
There are four types of groups: primary groups consist of long-term intimate relationships like family and close friends; secondary groups are larger than primary groups and have less intimate relationships; temporary groups are created for a specific purpose and disband once completed; permanent groups last a long time and members have strong connections and shared interests.
Group formation
Megan and Monique formed a group to explore reasons why people join groups. Some of the key reasons identified include shared locality or geography, common interests or goals, security and social support, culture or identity, and meeting specific needs. Groups are formed for a variety of reasons, from sporting teams and neighborhood watches to cultural groups and those that provide help during disasters.
Group tasks
The document discusses different types of groups including primary groups which are small and intimate like family and friends, secondary groups which are larger and goal-focused like workplaces and classes, temporary groups formed for a specific purpose like class assignment groups, permanent groups with strong connections like family and friends, formal groups with established goals and protocols like work teams and schools, and informal groups that occur as needed without structure like extended family and acquaintances.
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Study skills website yr 11
- 1. school’s user name: mountcarmelhs
- 2. Click on ‘for students’
- 3. Click on ‘tracking system’
- 4. Create tracking system login
- 5. Use your school username and password. Use your school username
- 8. Living your best life
- 9. Complete the self evaluation
Editor's Notes
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