Saturday, October 31, 2015

Halloween 2015.

my halloween was not all that exciting, but it wasn't bad.
i went to TNTT & we had pumpkin carving & food. 

i got to carve a pumpkin all by myself, for the 1st time ever.

then after hanging out & mass, there was trunk-or-treat.

i miss halloween in maryland. christy (my cousin) & i used to ride our bikes around her neighborhood & trick or treat together. we'd come home w huge bags of candy & we would pour it all out & sort them into piles. we would share them out equally & give the ones we didn't like to our siblings or something. i was the trick to her treat & vice versa. 
anywho, after trunk or treat, we stopped at someone's house for a couple of minutes- they were having a halloween party. then we headed home & i finished editing my halloween & october favorites ( videos. i hope you guys enjoy them! 

Friday, October 30, 2015

Halloweek | Outfit 3

it's Halloweve! you can't even imagine how excited i am for tomorrow.
today, i finally got to wear my skull blouse/button up so that was great. 
i rushed to slightly curl my hair this morning & you guys don't even know how much i suck w make up, i took forever & i had to rush out of the house bc of that. this is why i never do make up or hair for school anymore. such a hassle, but sometimes worth it.  a little eyeliner & red lipstick= confidence booster. 
my friend's line for today was "have you summoned the devil yet?" which was.. interesting. 
my EDUC professor thought my shirt was appropriate for the day before halloween & a girl in my class liked my shirt. i've been enjoying dressing up in all black & eyeliner & looking all fierce but i can only keep it up for so long. on monday, it'll be back to normal clothes for me.

skull blouse/button up (thrifting)
studded leggings
black buckle boots

tomorrow is halloween & i'm still waiting to see if trunk-or-treat is cancelled or not. if it is then my halloween vlog might be really boring, & maybe put the halloweek outfits/look book-y thing in my october favorites instead. we shall see, since i have a lot of editing to do tonight & tomorrow. watch out for the vlog & october/halloween video! have a great halloweve :)

Wednesday, October 28, 2015

Halloweek | Outfit 2

we are 3 days away from halloween & today is the 4th day of halloweek, but only my second outfit.
i decided to straighten my hair, put some eyeliner on again, a little bit of lipstick, etc.
& my friend's comments on my outfit today were "did you bite anyone today?" & "you look so pretty" & somewhere along the line, someone said something about going w a goth look today.
it wasn't what i was going for, i'm just not afraid to wear all black. 

Black tank top
Black knitted sweater (thrift)
black leggings (wet seal)
black vans (vans)
"tattoo" choker w rhinestones

Monday, October 26, 2015

HIST 1301 exam # 1 | textbook review

Chapter 1:
  • exploration & conquest
-Hernan Cortes: 1st explorer to encounter major Amer. civilization (Aztec)- Tenochtitlan. he conquered them by: weapons, gunpowder, disease
-Francisco Pizarro: conquered Incas
  • colonists in Spanish America
-criollos: people born in colonies, of euro. ancestry
-haciendas: large scale farms, spanish landlords
-peninsulares: people of euro. birth
-mestizos: people of mixed origins
-repartimiento system: replaced encomienda. Indians= legally free, entitled to wages, still have to perform fixed amounts of labor
-Juan de Onate: destroyed Acoma
  • French empire
-Samuel de Champlain: explorer, founded Quebec, 1608. insisted on religious toleration for all Christians, said Indians were not inferior in intellect or culture
-seigneuries: land/estate granted to well-connected nobles
-engages: indentured servant
-Jesuits: missionary, wanted to convert Indians to Catholicism, allowed Indians to keep much independence & traditional religious practices
-metis: children of marriages btwn Indian women & French traders/officials
  • Dutch empire
-Henry Hudson: employed by Dutch East India Company, sailed to NY harbor, looked for Northwest passage, 1st european to sail up the river--> Hudson river
-Dutch reformed church: protestant national church, emerged from reformation. freedom of conscience in PRIVATE religious devotion
-Dutch west india company: awarded monopoly of Dutch trade w Amer.
-Peter Stuyvesant: governor in ^. refused religious diversity
-patroons: shareholders, agreed to transport tenant for agricultural labor. had to purchase title of land from Indians
-William Keift: expansionist. took land from Algonquians--> 3 yrs war

Chapter 2:
  • Richard Hakluyt's A Discourse Concerning Western Planting: 23 reasons why Queen Elizabeth should support est. of colonies
  • Maryland's settlement: proprietary colony
-Cecilius Calvert: son of the favorite of King Charles, had proprietary colony & had "free, full, & absolute power"
-proprietary colony: land grant & gov. authority given to single indiv.
  • Roger Williams: minister, criticized existing order. thought church & state should be separate to avoid corruption
  • Rhode Island's settlement: ^ & his followers est. religious freedom
-dissenters: protestants who had a problem w/belonged to denominations other than est. church
  • Connecticut's settlement: Hartford & New Haven
-Thomas Hooker: minister, est. settlement @ Hartford, 1636
  • Anne Hutchinson: more educated about bible than most ministers, bible study w women, men came. covenant of grace (grace is free & you don't have to do anything but accept it), salvation. put on trial.
  • Magna Carta: Great charter, agreement btwn King John & group of barons. attempt to put end to civil unrest. list of liberties granted by king
  • English Civil war: Stuart Kings accused by House of Commons of endangering liberty (taxing w/o Parliamentary consent) victory for Parliament
-Oliver Cromwell: head of Parliamentary army, ruled 1649-1658
-Maryland's act concerning religion: principle of toleration, Christians had freedom of liberty

Chapter 3:
  • New Netherlands & New York's settlement
-covenant chain: alliance by Sir Edmund Andros, imperial ambitions of English & Indians reinforced one another
-5 Iroquois nations: helped Andros ^, cleared NY of rival tribes, helped British attack French
-charter of liberties: required that election held every 3 yrs among male property owners & freemen (NY). reaffirmed traditional English rights
  • Carolina's settlement
-Indian slavery: Indians got guns for deer hides & capturing other Indians as captives to sell
-fundamental constitutions of Carolina: issued by proprietors, proposed to est. feudal society
  • Barbados: island owned by English planters, turned to slave labor. more black population than white. generated more trade than all English colonies combined
  • Leisler's rebellion: regime divided colony, reflected depth of hatred
  • German migration: largest group of newcomers from Euro.
-"Liberties of conscience": chief virtue of British North Amer.
  • South Carolina's aristocracy: theaters, social events, lavish lifestyle, cultivating arts, house slaves. viewed society as hierarchy. 

Halloweek | Outfit 1

Halloweenweek (Halloweek) is upon us!
i've been picking out black pieces of clothing, & anything w skulls on it, for a week.
however, i only have 3 days of classes so my dress up days are Monday (today), Wednesday, Friday, & Saturday (Halloween!) unfortunately, the weather keeps messing up my plans & while i originally wanted to wear today's outfit on halloween, i can't bc it's an 80% chance of rain on that day & this shirt is lace & i will freeze to death. 
so i readjusted my outfit plans & here we are.
i forgot to take a full body picture but the whole outfit will be in an upcoming vlog, so don't worry.
i had time this morning to do a bit of make up so i went straight for the eyeliner & red lipstick. the shirt i wore had a solid black "corset" of fabric, under the long sleeved lace shirt. i wore my blackest jeans & my trusty black vans.
when i walked into my history class, my friend said that i looked like i had just joined a motorcyle/biker gang hahah. also, she told me that i always looked cool, which made my day. :)

this blog post is a tad lacking w/o the full body picture but nonetheless, it will go under #ootd & you guys can see my Halloweek outfits in my vlog. i'm planning to do a Halloween vlog on top of my week vlog so here's hoping the rain doesn't ruin all of my plans. my halloween vlog will showcase some of my Halloweek outfits, kind of like a little "lookbook", only less professional & more ratchet/lame. ;3 then it will be about Halloween, hopefully, bc my church has planned a Trunk-or-Treat event for the kiddos & i would love to be able to vlog that if IT DOES NOT RAIN. though it most likely will. the Trunk-or-Treat is on halloween & basically the adults/car-owners who want to can set up their trunk w decorations & candy for the little kids to go around & get. it's like trick-or-treating, only you go to cars instead of houses & it's all in one little safe area at the church. anywho, so that's that. keep an eye out for the week vlog, Halloween vlog, & hopefully an October favorites video, if i have time!

Friday, October 23, 2015

7 Cardinal Rules For Your Life:

"1. Make peace with your past so it won’t disturb your present.

2. What other people think of you is none of your business.

3. Time heals almost everything. Give it time.

4. No one is in charge of your happiness. Except you.

5. Don’t compare your life to others and don’t judge them. You have no idea what their journey is all about.

6. Stop thinking too much. It’s alright not to know the answers. They will come to you when you least expect it.

7. Smile. You don’t own all the problems in the world."

Wednesday, October 21, 2015

reading/writing strategies/techniques:

Role: person/thing that you are/will become. who are you?
Audience: people who will read the finished product. who are you writing to?
Format: way that writing is going to be done. what format are you writing in?
Topic: what will the writing discuss? what are you writing about?

Survey: read introductions, heading, subheadings, charts, graphs, summaries, skim over reading.
Questions: turn headings into questions, read study questions, ask your own questions.
Read: carefully & thoroughly. concentrate. answer your questions while reading. 
Recite: try to answer questions in own words. say important parts out loud. jot down key notes.
Relate: easier & more enjoyable if relate to something meaningful. 
Review: re-read material, notes, skim back over, etc. so you don't forget.

"Head": problem, summary, etc.
"Spine": main idea.
"Who, did what, when, where, how, why" on diagonal/slanted lines.
Details stemming off of slanted lines.
Sticky notes:
use sticky notes to document, recall, ask questions
keep it short, color code, etc.
it will keep you actively engaged, make it easier to find pages & remember main ideas

GIST: Generating Interaction between Schemata & Text
general meaning/purpose of text.
mark text w ideas that will aid in writing a concise summary
write a SHORT summary, no more than 20 words.

Concept mapping:
diagram depicting relationships between concepts & ideas. uses boxes, circles, arrows, etc.

Tuesday, October 20, 2015

Chapter 9: improving your performance on exams & tests

  • you begin preparing for a test on the 1st day of term
  • research studies show study groups are one of the most effective strategies for preparing for exams
  • most common mistake when taking sci. or math exam: failing to read problems carefully & interpret & answer what's being asked
  • answer easiest questions first on exams
  • check syllabus!!
  • Prepare physically:
be well rested, don't stay up late to cram
do some physical activity to relieve stress & get a break from studying
eat right, avoid greasy food, caffeinated beverages, & sweets
  • Prepare emotionally:
know material so you can be confident
practice relaxing
use positive self- talk
  • Prepare for test taking:
find out about test format (essay, multiple choice, T/F, fill in the blank, short answer, etc.)
design exam plan (schedule time to study, to-do list to be ready, read & learned all material)
join a study group
get a tutor
start preparing/studying as soon as possible
  • Successful test taking tips:
write name on test!!
analyze, ask, & stay calm (ask for clarification to questions you don't understand)
make best use of time
jot down idea-starters, formulas, etc. before test
answer easy questions first to boost confidence & get some out of the way
take deep breath if panicking or mind goes blank
check work
  • Essay questions:
budget exam time (note point values, what is easiest, hardest, what will take the longest)
develop brief outline of answer before begin writing
write concise, organized answers (respond to all parts of the question!!)
know key task words in essay questions (analyze, compare, contrast, define, evaluate, interpret, etc.)
  • watch out for questions w "always, never, only" & "not, except, but"
  • Types of tests:
-problem solving: show all steps, double check, check w calculator if allowed, read all directions
-machine scored tests: make sure question number & number you're bubbling match, erase stray marks
-computerized tests: take advantage of practice tests, sometimes can't scroll back to previous questions, check answers before submitting
-laboratory tests: to prepare, attend lab, take good notes, study lab textbook before test
-open book/open note tests: harder than other tests bc takes a long time to look through book to find answers, use sticky notes in textbook to find pages easily, check if need to cite answers
-take home tests: difficult, many are essay tests, give yourself enough time to complete it, ASK ABOUT COLLABORATION bc issues of academic honesty can arise
  • Test anxiety:
understand source & symptoms
can be result of pressure students put on themselves to succeed
^sometimes can be good bc motivation
expectations of parents, friends, etc.
lack of preparation
negative prior experience
standardized testing anxiety
remember that no matter what the result, it's not the end of the world
try to predict test questions
subject specific test anxiety
can get anxious on first day of class, when starting to study for test, or right before test
symptoms: butterflies, upset stomach, queasy, nausea, headaches, fast heartbeat, hyperventilating, shaking, sweating, cramps, etc.
combat test anxiety: exercise, breathe, stretch muscles, relax body, think of a peaceful scene, focus on positive, get to class early, stop for a bit or go to a different section if you go blank
  • cognitive restructuring: applying positive thinking & giving self encouraging messages instead of self-defeating negative ones
  • let instructor know if you find error in grading once you get the test back
  • review test to learn from mistakes
  • academic honesty: don't cheat, or plagiarize!
  • plagiarism: taking another person's ideas/work & presenting as your own
  • ^survey presented at University of South Carolina showed 20 % of students incorrectly thought that buying a term paper wasn't cheating
  • consequences of academic honesty: suspension, expulsion, losing job, etc.

Chapter 8: learning to study, comprehend, & remember

  • collaborative learning: natural ACTIVE learning, through engagement
  • studying will help you remember & understand
  • myths about memory: 
people are stuck w bad memories
remembering too much can clutter your mind
people only use 10% of brain power
  • develop deep understanding of course info:
  1. pay attention to what you're hearing/reading
  2. "overlearn" material
  3. check the internet (for words you don't understand or more info)
  4. be sure you have the big picture
  5. look for connections between your life & what's going on in your courses
  6. get organized
  7. reduce stressors in your life
  8. collaborate w others
  • sensory register: less than 1 sec., take in info through senses
  • short term memory: how many items you can perceive at one time, disappears in 30 sec., forgotten unless moved to long term memory
  • long term memory: used to retain info:
-procedural: how to do something
-semantic: facts & meanings
-episodic: events, time, place
formation of long term: repetition, meaningful association, personal reasons, pass a test (purposeful action & survival value)
  • deep learning: understand the "why" & "how" behind the details
  • mnemonics: various methods/tricks to aid memory
-acronyms: new words created from first letters of several words
-acrostics: certain letters of each word or line form a message
-visualization: images
  • mind map: review sheet w words & visual elements, jog memory 
  • write summaries of class topics
  • flashcards
  • make studying part of your daily routine
  • 4 types of reading:
-elementary: basic reading skills
-inspectional: get most out of reading in a given time
-analytical: reading for understanding
-syntopical: most advanced reading, to prove right or wrong

Chapter 7: reading to learn from college textbooks

  • active reading: increases focus & concentration, promotes greater understanding, prepare you to study for tests. Steps:
  1. previewing (purpose: get the bigger picture. understanding what you are about to read. read summaries, headings, subheadings) mapping: shows relationships between different chapter ideas. outlines, list, chunking: list of terms & definitions, divide terms into small clusters, leave white space between clusters 
  2. marking: active reading, underlining, highlighting, writing notes/annotations. (read before you mark, don't over-highlight!!)
  3. reading w concentration (quiet place, take breaks, set goals, take a walk if needed, jot down questions, focus on important parts of text, use glossary)
  4. reviewing (go over notes/text regularly)
  • primary sources: original research or documentation on a topic
  • use flashcards to study terms!!!
  • central ideas of chapters are in the intro
  • math textbooks: pay attention to definition, theorems, & sample problems
  • science textbooks: pay attention to unit conversions, charts, & tables. outline the chapters!
  • humanities: branches of knowledge that investigate human beings, culture, & self-expression
  • interdisciplinary: linking two or more academic fields of study
  • abstract: paragraph summary of methods & major findings of an article in a scholarly journal
  • read supplementary material if you have it
  • monitor your reading & make sure you understand
  • discipline: area of academic study
  • listening, note taking, & reading = success
  • get help w difficult material as soon as possible

Monday, October 19, 2015

Chapter 6: being engaged in learning: listening, taking notes, and participating in class

  • "before class" tips: do assigned readings, pay attention to syllabus, make use of additional materials, get organized
  • Using senses in learning process:
aural- listening
visual- seeing
interactive- discuss w others
tactile- touch
kinesthetic- motion, hands on
olfactory- taste/smell
  • active learning: participation, listen critically, discuss what you're learning, write about it
  • listening critically & w an open mind:
be ready for message
listen to main concepts & central ideas, not just fragmented facts & figures
listen for new ideas
repeat mentally (to retain)
decide whether what you heard is important or not (if not, let it go)
keep an open mind
ask questions
sort, organize, & categorize
  • take a seat close to the front
  • keep eyes on instructor
  • focus on lecture
  • raise your hand when you don't understand 
  • speak up in class
  • never feel like you're asking a stupid question
  • when instructor calls on you to answer, don't bluff
  • if you recently read a book that is relevant to class topic, bring it in
  • Taking effective notes: cover all important points w/o being too detailed
  • group discussions are popular bc involves active learning
  • quantitative classes: courses that build on each other
  • technical terms: exact meanings, can't be paraphrased
  • Note-taking formats:
Mind Map:
-diagram to visually organize info
-created around a concept
-add images, words, etc.
-ideas branch from each other
Graphic Organizer:
-uses visual symbols
-express concepts, thoughts, ideas, & relationships between them
-have main idea & details stemming from that
3-column notes:
-1st column: main ideas
-2nd column: details
-3rd column: observations/thoughts/questions
-left column for main ideas
-right column for notes & details
-summary at bottom/end
-key ideas represented by roman numerals
-related ideas represented by uppercase letters/numbers/lowercase letters
-add details, definitions, examples, applications, explanations
-summary paragraphs
-helps to write essays
-main idea in first line (topic sentence)
-terms, definitions, facts, & sequences
  • Note-taking techniques:
  1. identify main ideas
  2. don't try to write down everything
  3. don't be thrown by a disorganized lecturer
  4. keep notes & supplementary materials for each course in separate folders/binders
  5. download any notes, outlines, diagrams, charts, graphs, & other visualse
  6. organize notes chronologically 
  7. label handouts & put them in binders/folders
  • supplemental instruction: classes that provide further opportunity to discuss the info presented in lectures
  • read textbook!!
  • use abbreviations
  • write down equations, formulas, diagrams, charts, graphs, definitions
  • technology to write notes?? laptop, recording, pictures
  • forgetting curve: most forgetting happens w/in 24 hours
  • as soon as possible, review notes
  • recite important info to yourself
  • compare notes
  • predict exam questions
  • being engaged in learning:
work w others
improve your critical thinking, listening, writing, & speaking skills
function independently & teach yourself
manage your time
gain sensitivity to cultural differences

  • Programs:
-Word: good for taking notes in most classes
-Excel: good for economics & accounting
-Powerpoint: good for visual learners

Chapter 5: thinking critically: the basis of a college education

  • liberal education: to liberate your mind from biases, superstitions, prejudices, & lack of knowledge so you'll be in a better position to seek answers to difficult questions
  • critical thinking: ability to think for yourself & to reliably & responsibly make decisions. investigate problems, ask questions, pose new answers that challenge authorities & traditional beliefs, challenge received dogmas & doctrines, make independent judgments & develop creative solutions
  • improves the way you think about subject, statement, idea, etc.
  • critical thinking is a search for truth
  • 54% of first-year students say they “frequently evaluate the quality or reliability of information they receive
  • argument: calm, reasoned effort to persuade someone of the value of an idea
  • weigh options & think through consequences
  • critical thinkers aim to be fair
  • Become a critical thinker:
ask questions (engage your curiosity. can you trust the source? is there enough evidence?)
consider multiple points of view (be open-minded. listen to all sides)
draw conclusions (after listening to different points of view, come to your own conclusion)
  • collaboration fosters critical thinking:
generates greater number of ideas
people think more clearly while talking & listening
encourages original thought
consider alternative points of view
express & defend own ideas
-can be face-to-face, in person, online, etc.
web blog benefits: support of self-expression & "voice", efficiency, convenience 
  • logical fallacies: 
attacking the person (not ok to attack someone personally/their personality)
begging (appeal to facts & reason is more effective)
appealing to false authority (claim based on someone w questionable authority)
jumping on bandwagon (believing something just bc many others do)
assuming something is true bc it hasn't been proven false
falling victim to false cause (making assumption that something happens bc something else)
making hasty generalizations (reaching conclusion based on opinion of one source)

Chapter 4: discovering how you learn

  • learning styles: particular ways of learning, unique to each individual
  • your learning style reflects the way you acquire knowledge
  • VARK learning styles inventory: how learners prefer to use senses to learn
Visual: learn info w graphs, charts, symbols, underlining & highlighting, etc.
Aural: hear info, talk w others about info, record lectures, read notes out loud
Read/write: learn info displayed as words, write/rewrite notes
Kinesthetic: learn through experience & practice, hands on
you can be a multimodal (someone w more than one learning preference) learner!
  • Kolb inventory of learning styles: abilities we need to develop in order to learn
-concrete experience: allow to be receptive to others & open to others' feelings (learning from & empathizing w others)
-reflective observation: reflect on experiences w many perspectives (remain impartial while looking at situation from different points of view)
-abstract conceptualization: integrate observation into logically sound theories (analyze ideas intellectually & systematically) 
-active experimentation: make decisions, solve problems (move quickly from thinking into action)

-accommodators: hands on learning, rely on intuition, make things happen. might be pushy/impatient, use trial & error instead of logic.
-divergers: reflect on situation from different viewpoints, brainstormers, imaginative, people oriented, emotional. difficulty making decisions.
-convergers: ideas & theories, good at how to apply those theories to real-world. prefer tasks & problems.
-assimilators: abstract concepts, theoretical ideas w/o relating to real-world.
  • Myers-Briggs type indicator: personality test, can also be used to describe learning styles
~E-I: where you direct your energy
Extraversion (outgoing, talkative. energized by people, activities. people of action. good communicators. quick to act & lead. can talk too much or too loudly)
Introversion (reflect carefully & think things through before taking action. quiet & private. good, careful listeners, deep thoughts. might seem too shy & not aware enough of people & situations around)
~S-N: how perceive the world & take in info.
Sensing (interested in facts. practical, factual, realistic. accurate, steady, precise, patient, effective. routine. traditional & conventional. sometimes won't see the whole picture)
Intuitive (possibilities, concepts. less tied to here & now. need inspiration & meaning for what they do. work in brusts of energy. original, creative, nontraditional. trouble w routine or details. bright, innovative. can be impractical dreamers & fall short bc of inattention to detail)
~T-F: how prefer to make decisions
Thinking (logical, rational, analytical, critical. reasoning. impersonal & objective. fairness. can seem cold, insensitive, blunt)
Feeling (warm, empathetic, sympathetic. harmony. distressed by conflict. trouble being assertive. kindness. can facilitate cooperation & goodwill. can be illogical, emotionally demanding, reluctant to tackle unpleasant tasks)
~J-P: how you approach outside world
Judging (planned, orderly, organized. make decisions quickly & easily, follow plans. punctual, tidy. get things done & done on time. can be too judgmental bc jump to conclusions too quickly. have trouble changing plans)
Perceiving (adapt, flexible. deal well w changes. delay decisions to keep options open. juggle too many things at once w/o finishing. roll w the punches. can be messy, disorganized procrastinators)
  • Multiple intelligences (Dr. Howard Gardner):
Verbal/Linguistic: likes to read/write, tell stories, good at memorizing info
Logical/Mathematical: likes to work w numbers & good at problem solving & logical processes
Visual/Spatial: likes to draw & play w machines, good at puzzles & reading maps & charts
Bodily/Kinesthetic: likes to move around & good at sports, dancing, acting
Musical/Rhythmic: likes to sing & play instruments, good at remembering melodies
Interpersonal: likes to have many friends, good at understanding people, leading, mediating conflicts
Intrapersonal: like to work alone, understand themselves well, original thinkers
Naturalist: likes to be outside, good at preservation, conservation, organizing living area
  • when learning styles & teaching styles conflict, take control of your own learning (internet, textbook, tutoring, etc.)
  • learning disability: affect people's ability to interpret what they see & hear or to link info across different parts of the brain:
-attention disorders: daydream excessively, easily distracted, ADD, ADHD, trouble organizing tasks or completing work. don't seem to listen or follow directions. trouble getting organized.
-cognitive learning disabilities: mix up letters & words, difficulty assigning sounds to letters. (ex. dyslexia) unable to understand new concepts, problems w vocab, grammar, hand movement, memory (developmental writing disorder) problems recognizing numbers & symbols, aligning numbers, understanding abstract concepts (developmental arithmetic disorder)

Chapter 3: understanding emotional intelligence

  • cybersites that people can join to 'talk' in real time: chat rooms
  • delayed gratification: made famous by the Marshmallow study
  • Reduce your stress:
make enough time to study if you have multiple tests in a day
talk to professors about expectations
look at the syllabus!!
time management
calender/to-do list
  • emotions are strongly tied to physical & psychological well-being
  • Emotional intelligence: ability to recognize, understand, use, & manage moods, feelings, & attitudes
helps you respond appropriately to a situation
able to cope w life's pressures & demands
understanding emotions--> monitor & label feelings accurately, determine why you feel that way
predicting how others might feel in a situation
managing emotions
sometimes good to stay open to feelings, sometimes good to disengage from them & return to it later
emotionally intelligent students get higher grades
students who can't manage emotions struggle academically
  • Steps toward improving EI (emotional intelligence):
  1. identify strengths & weaknesses
  2. set realistic goals
  3. formulate plan
  4. check progress on a regular basis
why should you improve your EI? it helps you reach your academic potential
  • Competencies:
 intrapersonal skills:
-emotional self-awareness: knowing how/why you feel the way you do
-assertiveness: standing up for self w/o being too aggressive
-independence: decisions on your own w/o having to get everyone's opinion
-self-regard: liking yourself in spite of flaws
-self-actualization: satisfied & comfortable w what you have achieved
 interpersonal skills:
-empathy: effort to understand another person's point of view
-social responsibility: establishing personal link w group/community & cooperating, working toward shared goal
-interpersonal relationships: seek out healthy & mutually beneficial relationships & maintain them
-reality testing: checking feelings to see if they're appropriate
-flexibility: adapt & adjust feelings, viewpoints, and actions as situations change
-problem solving: approach challenges step by step, not giving up at obstacles
stress management:
-stress tolerance: recognizing causes of stress, responding appropriately, stay strong under pressure
-impulse control: think carefully about consequences before acting, delay gratification to achieve long-term goals
general mood & effective performance:
-optimism: "bright side", be confident that things will work out for the best
-happiness: satisfied w yourself

Chapter 2: managing your time

  • 2 noted differences between high school & college: increased autonomy & greater responsibility
  • block scheduling: back-to-back classes, helps w travel time, employment, & family commitments
  • Time management involves:
knowing goals
setting priorities to meet goals
anticipating unexpected
take control of your time
making a commitment to punctuality
carrying out your plans
  • autonomy: self-direction/independence
  • single greatest enemy: procrastination
  • Why people procrastinate:
fear of failure
fear of success
find assignment boring/irrelevant
perfectionist- living up to expectations
  • Forms of procrastination:
overestimating your abilities & resources
accepting your poor performance as ok
underestimating how long it'll take
doing unimportant things instead
repeated minor delays
complaining instead of doing
putting all your work into only one part of the task
paralyzed when have to make choices
  • Beat procrastination: 
remind of consequences
to-do list
break into small steps
don't allow distractions
  • prioritize tasks, goals, values
  • advanced planning
  • keep an eye on deadlines
  • stay focused
  • keep sight of your goals
  • get organized
  • Use a planner for:
due dates
work hours
family commitments
important dates
test dates
create time for studying!! (2 hrs for each hour spent in each class)
  • biorhythms: internal mechanisms that drive daily patterns of physical, emotional, & mental activity 
  • ^ decide when you work best (night, day, evening, etc.)
  • begin work early in case emergencies
  • develop system or prioritizing items on to-do list
  • make sure your schedule works for you
  • create a workable class schedule (take traffic, parking, driving, studying, eating, etc. into account)
  • don't overextend yourself (it's the #1 cause of stress for college students!!)
  • do not take on more than you can handle (commitments, friends, extra activities)
  • Dropping a course:
before deadline so you won't have the low grade on record
keep in mind it could effect financial aid
  • study in quiet places (not in front of a tv OR ON YOUR BED)
  • sticking to a routine will help in time management
  • Respect others' time:
don't forget appointments
don't waste others' time
don't be late all of the time
arrive early if you need to
complete assignments on time

Chapter 1: Exploring your purpose for attending college

  • college degrees help level the playing field
  • important bc prepare citizens for leadership roles
  • have SMART plans:
anchored to a Time period
  • celebrate once you've reached a goal
  • Outcomes of college experiences:
learn how to accumulate knowledge
interactions w new cultures, religions, etc.
gain self-esteem & self confidence
more flexible views
better able to deal w legal system, tax laws, etc.
more concerned w wellness & preventative health care
  • College graduates vs. non-college:
earn more money
less erratic job history
more promotions
have fewer children
more involved w children's school lives
stay married longer
less likely to be imprisoned
less likely to dependent on drugs
less likely to use tobacco
less likely to be duped, conned, etc.
  • Transition into college:
more diverse student body (race, age, religion, political opinions, life experiences)
more potential friends
more courses
time management might be hard bc different times and days for classes
less frequent tests
more writing
study outside of class & do assigned reading
instructors rely less on textbooks & more on lectures
more freedom to express views
instructors have office hours to meet w you
schedule is harder to manage
more free time to manage
numerous courses to choose from
  • Adults/returning students:
feel a lack of freedom bc of responsibilities
working full-time, caring for family, other commitments can be a challenge
can be extra stress
worry about childcare, commuting, juggle work & school
college professors value working w adult students
know how important an education can be
intrinsic motivation bc maturity & experience
bring new perspective
  • clearer you are about why you're in college= easier to stay motivated
  • keep up w weekly schedule
  • do work on time
  • be on time for class
  • set realistic goals
  • improve study habits
  • use student services
  • think critically
  • improve writing & speaking
  • speak up in class
  • learn from criticism
  • study w a group
  • take health seriously
  • microsoft excel: great for constructing charts & lists & analyze data
  • according to Carnegie Commission on higher edu., some benefits enjoyed by college grads are:
  • likely to be happier
  • more stable job history
  • earn more promotions

Saturday, October 3, 2015

Prayer Balloons.

in TNTT (what we call the vietnamese eucharistic youth movement that i'm in), the older kids were split into groups & we all had to come up w & execute a community service project kind of thing. 
one of the groups decided to do Prayer balloons.
basically, what we did was have balloons (filled w helium) that the kids could write prayers on & let go, as if sending the prayers up to heaven & to God. a canopy was set up so that we could fill up the balloons w the helium, the balloons were tied to ropes that would hold them, & the kids would come get a marker, pick a balloon, write their prayers, & when there were enough who were done, they would group up, say a prayer & let their balloons go.
i was the sign/poster maker & photographer.

we set up while the kids were in class (Vietnamese class):



time for prayer balloons:

after all of the little kids went back to class, we decided to do prayer balloons w our own little group: