A presentation on Emotional Intelligence to student teachers as a part of self development programme in our TVS Teacher Training Academy, Madurai, Tamilnadu.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
The document discusses attention and the factors that influence it. It defines attention as actively focusing one's consciousness on specific stimuli. Attention depends on both external/objective factors like size, intensity, repetition, and novelty, as well as internal/subjective factors like interest, desires, goals, habits, and past experiences. The document also distinguishes between the field of attention at the center of consciousness, versus the field of inattention at the edges, where stimuli are present but not the focus.
Erik Erikson developed an ego psychology theory of psychosocial development across the lifespan. He proposed that people progress through 8 stages characterized by psychosocial crises that shape identity and personality. Successful resolution of each crisis results in a healthy ego and the acquisition of virtues like hope, will, purpose, competence, fidelity, love, care and wisdom. Erikson emphasized ego functions over biological urges and viewed people as social beings influenced by experiences. His theory has influenced many fields and receives research support regarding intimacy, generativity and industrial stages.
The document provides an overview of several theories and concepts related to personality psychology. It discusses definitions of personality, factors that influence personality like heredity and environment. It also summarizes several major theories of personality including those proposed by Hippocrates, Sheldon, Eysenck, Allport, Goldberg. Additionally, it covers concepts like the Big Five personality traits, Type A and B personalities, individualism vs collectivism, Freud's psychodynamic perspective including concepts like the id, ego, superego, and defense mechanisms.
The document discusses aspects of personality development including definitions of personality, professional aspects, physical appearance, intellectual aspects, and emotional aspects. It defines personality as the dynamic organization within an individual that determines their characteristic behavior, thoughts, and adjustments to their environment. It lists professional qualities like attitude, enthusiasm, ethics, and self-awareness. It emphasizes the importance of physical well-being, personal appearance, and proper attire. It also discusses intellectual virtues and different temperaments that influence one's emotions.
Personality refers to the set of traits and behaviors that characterize an individual. It has both internal elements like thoughts and genetics as well as external and observable behaviors. Personality is relatively stable but can be shaped by both heredity and environment. There are several theories for describing personality types including the Myers-Briggs Type Indicator and the Big Five model. Understanding personality is important in organizational behavior for predicting behaviors, managing diversity, and achieving person-job fit.
- Alfred Adler was an Austrian physician and psychotherapist who founded the school of individual psychology. He broke away from Freud and rejected his theory of sexuality as the primary motivator of human behavior.
- Adler believed that all human behavior is motivated by a desire for superiority and perfection. He saw feelings of inferiority as the root cause of neurosis and the driving force behind people's striving for superiority.
- Adler developed theories around birth order and its impact on personality, organ inferiorities and compensation, masculine protest, and social interest. He believed that understanding an individual's subjective experiences and feelings of inferiority was key to analyzing their behavior and psychological issues.
This document discusses various aspects of self and personality. It defines self as the totality of an individual's conscious experiences, thoughts, and feelings about themselves. Self has two identities - personal identity involving personal qualities and social identity linking a person to social or cultural groups. Cognitive aspects of self like self-esteem, self-efficacy, and self-regulation are explained. Culture also influences aspects of self, with individualistic Western cultures versus more collectivistic Indian cultures. Personality is defined as characteristic ways of responding across situations over time. Approaches to studying personality like types, traits, and psychodynamic are summarized along with various theories in each approach.
This document discusses self-esteem, defining it as one's judgment of their own worth. It notes that self-esteem is shaped by life experiences and relationships. People with high self-esteem like meeting new people, are not worried about judgment, and express themselves confidently with a "I think I can" attitude. In contrast, low self-esteem is associated with not believing in oneself, anticipating failure, dissatisfaction, isolation, complaining, and worrying without acting. The document provides tips for improving self-esteem such as forgiving mistakes, focusing on strengths, learning from successful models, positive self-talk, attitude, self-care, developing skills, relationships, and constantly learning.
Alfred adler and individual Psychology Theories of personalityMishaRiaz
Alfred Adler was born in 1870 in Vienna and initially practiced as an ophthalmologist before switching to general practice. Working with circus performers, he was inspired by their strengths and weaknesses and began developing his theories of compensation and inferiority. Adler's individual psychology focuses on each person's uniqueness and social influences over biological drives. He emphasized social motives like superiority over Freud's focus on pleasure and sexuality. For Adler, people develop inferiority complexes when overwhelmed by difficulties, and compensate by pretending superiority or perfecting weaker areas. Neuroses result from insufficient social interest and can take ruling, getting, or avoiding forms.
Alfred Adler developed Individual Psychology which focused on understanding human behavior through examining goals, lifestyle, birth order, and social interest. Key concepts in Adlerian theory include inferiority, superiority, social interest, family constellation, and basic mistakes. Adlerian therapy uses techniques like lifestyle analysis, interpretation, encouragement, and paradoxical intention to help clients develop social interest and change maladaptive behaviors.
The document discusses emotional competence, which is a learned capacity based on emotional intelligence that results in outstanding job performance. Emotional competence matters twice as much as IQ and technical skills combined for superior performance. It presents a framework for emotional competence, including personal competence of self-awareness, self-management, and social competence of social awareness and relationship management. Organizations are interested in developing emotional intelligence as studies show it is declining across cultures and the current workforce entering lacks these skills. Emotional competence depends on brain structures involved in emotion and one's ability to change.
The document discusses emotional intelligence (EI) and Daniel Goleman's work on the topic. It provides definitions of EI, outlines the training objectives which are to understand the importance of EI, types of emotions, difference between IQ and EQ, core abilities and competencies of EI. It then discusses Goleman's background, provides statistics on lack of motivation and failure of change initiatives. Further, it explains the four core abilities of EI - self awareness, self management, social awareness and relationship management. It also outlines the five competencies of EI and key skills to develop EI.
The document provides an overview of emotional intelligence, including definitions, components, and importance. It defines emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. The four main components discussed are self-awareness, self-management, social awareness, and relationship management. Developing emotional intelligence can help with stress management, decision making, empathy, and social skills.
This document discusses several theories of personality, including trait theories, psychoanalytic theory, and social-cognitive theories. It provides an overview of Freud's psychoanalytic theory, including the id, ego, and superego; defense mechanisms; and stages of personality development. Key figures in trait theory discussed include Jung, Eysenck, Cattell, and the "Big Five" model of personality traits.
The document discusses the concept of attitudes and how they relate to an iceberg. It states that only 10% of an iceberg is visible above water, while 90% is below the surface. Similarly, only a small part of a person's attitudes are visible to others through their observable behavior, while most attitudes lie below the surface, unknown to others.
The document then provides definitions of attitudes, discusses their nature and components. It explains how attitudes are learned and developed through experiences, trauma, and adopting the attitudes of others. Factors influencing attitude formation include intellectual, emotional, social, and environmental factors. Attitudes can be changed through education, propaganda, modeling good behaviors, and direct experiences. Assessing attitudes can be
The document discusses various aspects of emotional intelligence and its importance for leadership. It defines emotional intelligence as one's ability to manage emotions in oneself and others. It presents models of emotional intelligence that include self-awareness, self-management, social awareness, and relationship management. Developing emotional intelligence competencies such as empathy, stress management, and conflict resolution can help one achieve success in leadership roles. The document also provides examples to illustrate how different emotional responses can impact outcomes.
This document discusses Gordon Allport's definition and theory of personality. It begins by outlining Allport's 1961 definition of personality as "the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought." It then examines key aspects of Allport's view of personality, including his emphasis on the uniqueness of individuals, the idiographic approach, traits/dispositions, and the development of the self or "proprium" through seven functions from early childhood through adulthood.
Alfred Adler developed Adlerian therapy based on his experiences growing up in Vienna. Key aspects of Adlerian therapy include viewing human behavior as goal-oriented and purposeful, focusing on social relationships and community feeling rather than internal drives, and helping clients overcome feelings of inferiority by identifying and changing mistaken beliefs about themselves and life. The therapeutic process involves forming a collaborative relationship, exploring the client's lifestyle and goals, and encouraging new insights to promote social interest and contribution to society.
The document discusses various topics related to leadership and management. It begins with introducing the differences between management and leadership. It then discusses how managers can cultivate leadership skills and set effective expectations to increase organizational performance. Some key expectations that managers should set include inviting commitment, measuring progress, providing feedback, linking feedback to consequences or rewards, and evaluating effectiveness. The document also discusses how managers can contribute to organizational culture through various control mechanisms and best practices for leveraging diversity in the workforce such as creating a unified culture.
Social Media Marketing - for beginners Nesma Darwish
The document outlines a two day course on social media marketing, including an introduction to SMM, developing a social media strategy by choosing the right platforms and audiences and crafting content, and analyzing social media performance using tools like Simply Measured. It also provides statistics on major social media platforms, discusses trends in social media, and presents a project to develop a social media strategy and analysis for a chosen industry.
Emotional intelligence at the workplace day 1Fabian Thomas
The document outlines the objectives and activities for a workplace workshop aimed at reducing stress, improving communication and teamwork. It provides guidance on how to make the workshop successful through active listening, ownership of words, validation of others' experiences, and maintaining confidentiality. Participants are asked to commit to these principles to have an open and productive discussion.
101 inspiring quotes about communicationJeremy Balius
These inspiring quotes about communication are compiled to make them easily accessible for you to use in your own communications, presentations and speeches.
The quotes cover a wide array of communications topics, including relationships, public speaking, reputation management, PR, internal and external engagement, leadership, marketing and corporate affairs.
I hope you find these quotes inspiring and useful.
Discover more at https://filament.digital
This power point pres will be useful for all the budding PhD aspirants who are preparing for their viva irrespective of their subject. Good Luck & All the Best !
Facilitation involves helping and assisting others by making things easier. There are different approaches to helping including theorizing, advising, supporting, and challenging. Theorizing involves identifying conceptual models to help clients better understand their situation. Advising provides guidance and recommendations, but risks creating dependency. Supporting involves bearing some of the weight and empathetically listening. Challenging tests abilities and invites new perspectives. The helping process involves identifying problems, setting goals, and helping clients take action. Facilitators use empathy and feedback, which works best when descriptive rather than judgmental and focused on controllable behaviors.
This document discusses self concept and self perception. It defines key terms like self concept, self perception, and self awareness. It describes how self concept develops over the lifespan through social interactions. Positive self concept is associated with benefits like strong relationships while negative self concept can cause issues like poor health. The document also outlines factors that influence self concept such as development stages, family, stressors and illness. It provides examples of how nursing can assess, diagnose, plan and evaluate care for patients with altered self concepts.
Psychoanalysis is a set of theories and therapeutic techniques that deal in part with the unconscious mind, and which together form a method of treatment for mental disorders.
This document discusses emotional intelligence and its components. It begins by defining emotion and intelligence separately. Emotion is defined as a mental state that intensely excites a person and disturbs their mind. Intelligence is defined as mental abilities that help a person adapt to their environment.
The document then outlines various models of emotional intelligence, including components like self-awareness, self-regulation, motivation, empathy and social skills. It specifically describes Daniel Goleman's model of emotional intelligence and Bantam's intrapersonal and interpersonal competence models. Intrapersonal competence involves self-awareness, self-regulation and self-motivation. Interpersonal competence involves social awareness and social skills.
Finally, the
This document outlines Daniel Goleman's emotional competence framework, which identifies five main emotional competencies: self-awareness, self-regulation, motivation, empathy, and social skills. Each competency contains several related skills. For example, self-awareness includes emotional awareness, accurate self-assessment, and self-confidence. The document provides descriptions of each skill and competency.
Navigating Life’s Crossroads: Embracing Personal Growth Over BlamebluetroyvictorVinay
In the journey of life, we often find ourselves at crossroads where challenges and setbacks can either become stumbling blocks or stepping stones. In this article, we’ll explore the pivotal choice between assigning blame and embracing personal growth at life’s crossroads.
Emotional intelligence refers to the ability to understand and manage one's own emotions and the emotions of others. It involves self-awareness, self-regulation, motivation, empathy, and social skills. Research shows emotional intelligence is important for success in life and work. Models of emotional intelligence identify competencies in personal and social domains that contribute to effectiveness. Assessing and developing emotional intelligence can help improve relationships, performance, and well-being.
The document discusses various aspects of problem solving including defining problems, different types of problems, approaches to solving problems, problem solving techniques, barriers to problem solving, and personality types related to problem solving approaches. It provides definitions for closed and open-ended problems and describes analytical and creative thinking as two key skills for problem solving. Various problem solving techniques are outlined including means-end analysis, backwards planning, categorizing, and challenging assumptions.
1) The document discusses various styles of influencing including open versus hidden influence, different approaches such as logical, emotional, assertive, passive, sales, and bargaining, and tips for influencing different personalities.
2) It provides guidance on when each influencing style works best and potential risks or downsides to consider.
3) Examples of effective influencing include gaining rapport, asking questions to understand needs, listening actively, emphasizing benefits, and working toward a decision.
The document discusses key behaviors for good customer service and different customer styles. It provides tips for listening to customers, being fast and accurate, owning up to mistakes, and following up. It describes four basic customer styles - analytical, expressive, amiable, and direct - and how to best serve each type. The document also explains the DiSC model of behavioral styles, including the characteristics and priorities of people with D (dominance), I (influence), S (steadiness), and C (compliance) styles.
Slides from the February 2016 meeting of the Guelph Evaluation Cafe.
We discuss what imposter syndrome is, how it can contribute to undermining your abilities as an evaluator, and ways to recognize and deal with this phenomenon. We also look at how this phenomenon relates to the Canadian Evaluation Society competencies for practice and we’ll have a few professionals speak about their personal experience and how they faced down the imposter.
Brief solution focus therapy (BSFT) is a brief counseling approach developed in the 1980s. It is influenced by Milton Erickson's brief therapy approach from the 1940s. BSFT focuses on a client's strengths and resources rather than pathology. The counselor acts as a facilitator to help clients access their own inner strengths and solutions. Sessions are typically limited to 5-8 sessions of 45 minutes each. Key techniques include the miracle question, scaling questions, compliments, and exploring internal and external resources. The goal is to help clients notice exceptions to problems and focus on present and future solutions rather than dwelling on the past or causes of problems.
Critical thinking is an essential skill for nurses that involves systematic reasoning to analyze problems, develop solutions, and make careful decisions. It requires gathering information, considering different perspectives, anticipating needs, and reflecting on the implications and consequences of decisions. Developing critical thinking involves life-long learning, open-mindedness, integrity, and recognizing one's own biases. The T.H.I.N.K. model incorporates critical thinking into the nursing process by promoting total recall, habit formation, inquiry, creativity, and self-awareness when evaluating patients.
The document discusses assertiveness communication. It defines assertiveness as expressing views clearly without being aggressive while allowing others to also voice their opinions. Assertiveness has benefits like increased confidence and ability to meet one's needs. It also discusses rights and responsibilities in assertive communication, including the right to say no and make mistakes. Types of communication styles like passive, aggressive, and manipulative are contrasted with assertive behavior. Tips for developing conversations and expressing oneself assertively are provided. Problems with assertiveness training and maintaining assertive behavior are also outlined.
This document discusses the importance of accountability. It states that accountability refers to taking responsibility for one's actions and their impact on others. When individuals are accountable, they are more likely to achieve their goals, build trust, and strengthen relationships. The document then provides tips for making accountability a priority, such as setting clear expectations, taking responsibility for mistakes, using feedback for growth, holding oneself and others accountable, fostering a culture of accountability within teams, and practicing self-reflection.
The document discusses 12 steps to achieving a successful life, including taking responsibility for your actions, having positive self-esteem, believing in yourself, associating with successful people, having clear goals and visions, and taking daily actions to achieve your goals. It also discusses the importance of being assertive, involving employees in quality improvement efforts, and empowering employees.
The document discusses 12 steps to achieving a successful life, including taking responsibility for your actions, having positive self-esteem, believing in yourself, associating with successful people, having clear goals and visions, and taking daily actions to achieve your goals. It also discusses the importance of being assertive, involving employees in quality improvement efforts, and empowering employees.
The document defines emotional intelligence and lists 15 personal competencies required to effectively use emotional intelligence in business and life. These competencies include self-awareness, emotional awareness, accurate self-assessment, self-confidence, self-regulation, self-control, trustworthiness, conscientiousness, adaptability, innovativeness, self-motivation, achievement drive, commitment, initiative, and optimism. Question 35 then asks the student to describe emotional self-awareness, accurate self-assessment, and self-confidence based on the definitions and explanations provided in the document.
The document defines emotional intelligence and lists 15 personal competencies required to effectively use emotional intelligence in business and life. These competencies include self-awareness, emotional awareness, accurate self-assessment, self-confidence, self-regulation, self-control, trustworthiness, conscientiousness, adaptability, innovativeness, self-motivation, achievement drive, commitment, initiative, and optimism. Question 35 then asks the student to describe the terms emotional self-awareness, accurate self-assessment, and self-confidence. The student provides definitions for each term focusing on recognizing how emotions affect performance, being aware of strengths and limitations, and having confidence in one's capabilities.
This document discusses attitudes and how they impact our behaviors and reactions. It defines attitudes as positive or negative views of people, objects or events. Our attitudes are shaped 10% by what happens and 90% by how we choose to react. Much of an attitude, like an iceberg, is unseen below the surface consisting of beliefs, opinions and emotions. The document provides strategies for developing a positive attitude including keeping a gratitude journal, spending time with positive people, using positive language, and controlling negative reactions. Maintaining a positive attitude can help one have more positive days.
The document outlines key aspects of leadership, including defining a leader as someone who inspires others and moves them to action. It discusses important leadership qualities like honesty, confidence, communication skills, and vision. Five practices of exemplary leadership are described: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. The document also covers analyzing strengths, weaknesses, evaluations, actions, and timeframes through a SWEAT analysis method. Overall it provides an overview of essential leadership concepts and best practices.
The document is the annual report of TCP College for the academic year 2019-2020. It summarizes the admission details, with 167 students admitted to the B.Ed program and a total of 296 students for the year. It also notes that the college secured over 97% results in both the first and second year B.Ed university exams. The report then outlines the various academic, cultural, and sports events that were held throughout the year at the college.
1. Thiagarajar Model Higher Secondary School was founded in 1957 in Teppakulam, Madurai by Kalaithanthai Thiru Kumuthu Thiagarajar Chettair and is currently run by the Manickavasagam Charitable Foundation.
2. The school provides education from 6th to 12th standard with both Tamil and English medium instruction, and aims to provide practical training and promote ethical values through various programs.
3. The school has over 1700 students and 53 teaching staff, and offers various extracurricular clubs and activities focused on literature, science, social sciences, arts, and community service.
Microteaching is a teacher training technique where teachers practice specific teaching skills in a simulated classroom environment. It involves teaching a short lesson to a small group of students while being observed. The teacher then receives feedback and replans the lesson to improve their skill. It allows teachers to focus on one skill at a time through repeated practice and feedback until mastery is achieved. Some key skills practiced in microteaching include questioning, explaining, reinforcement, and introducing and concluding lessons. The process involves three phases - understanding the skill, practicing the skill through repeated microlessons and feedback, and integrating the skill into real classroom teaching. Microteaching aims to help teachers gain confidence and awareness of teaching skills.
63rd College Day Presentations Thiagarajar College of Preceptors,MaduraiPrakash Srinivasan
This document summarizes the activities of the Teacher's College, Pudukkottai (TCP) for the academic year 2018-2019. It notes that 135 students were admitted to the B.Ed program and a total of 326 students were enrolled for the year. The college achieved high pass percentages in the B.Ed exams. Various clubs and associations held events including plays, guest lectures, workshops and competitions throughout the year. Sports events and annual college festivities were also organized.
62nd College Day Presentations- Thiagarajar College of Preceptors, MaduraiPrakash Srinivasan
This annual report from a principal summarizes activities from the 2017-2019 school years. It includes information about student admissions, university results, guest lectures, cultural and academic association activities, workshops, celebrations, community service initiatives, and faculty development. The report covers a wide range of programs held at the school across different departments to promote education, personal growth, and community engagement.
Thiagarajar College of Preceptors in Madurai, India was established in 1956. Its vision is to generate preceptors with knowledge, values, and skills for nation building. The college strives to develop self-motivated, competent, committed, responsible, stable, inspired, and ethical preceptors through skills-based, high-quality education. It offers a B.Ed program through various teaching methods and facilities like laboratories, libraries, and internship programs to train future teachers. The college aims to be the top teacher education institution in the country.
The document outlines the curriculum and regulations for the Bachelor of Education (B.Ed.) two-year program in Tamil Nadu, India. It details the program structure, eligibility requirements, coursework, examinations and assessments. The B.Ed. program aims to prepare teachers for upper primary and secondary levels and integrates the study of subject knowledge, pedagogy and communication skills. The curriculum spans two academic years and includes theory courses, engagement with the field, and a school internship.
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
This document discusses health education and nutrition over several pages. It defines health education as educating people about health in various areas like physical, emotional, and spiritual health. It also discusses the role of health educators and organizations like the World Health Organization and National Commission for Health Education Credentialing that are involved in health education. Several pages cover topics like supporting healthy eating, nutrition goals and recommendations, and the importance of nutrition for both short-term and long-term health.
The National Testing Service (NTS) was initiated as a recommendation of India's National Policy. It aims to design testing norms and models to assess language proficiency at various levels. To achieve this, NTS is creating three task groups for research, survey work, and consultancy/training. NTS will conduct voluntary tests for students in Class 12 and undergraduates studying language subjects initially. It will establish 30 centers across India, with a focus on 10 centers each for Tamil, Hindi, and Urdu. The tests will not require degrees but will be a sequence of characteristic assessments not focused on a single exam. NTS will offer its testing services to other agencies in the future.
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
This document compares e-books to printed textbooks and discusses digital libraries. It notes that e-books can be read on devices like computers, phones, and e-readers. While e-books are convenient and can be read in sunlight, they are more fragile than printed books and rely on technology that could malfunction or be damaged. Digital libraries store information electronically, allowing remote access and solving space issues, but they are expensive and rely on changing technology. Overall, the document weighs the pros and cons of e-books and digital libraries compared to traditional printed materials.
This document discusses computer assisted instruction (CAI) and its uses in education. CAI refers to using computers to deliver instruction, through lessons presented on screen that students interact with by answering questions. It allows content to be presented through text, graphics, video and audio in a hypermedia format. Teachers can also create their own instructional software for activities like drills, spelling practice tailored to individual students, and simulations. While CAI allows rich, engaging content delivery at an individualized pace, it is controlled by machines and may not develop students' interpersonal or practical skills as fully as in-person instruction.
This document outlines the objectives and content of the Core Course I on Education in the Emerging Indian Society. The course aims to help student-teachers understand key concepts related to philosophy, education, sociology and the Indian education system. It covers 10 main objectives related to understanding the relationship between philosophy and education, different schools of philosophy and their implications for education, sociological factors influencing education, and challenges facing Indian society and education. The course content is divided into 10 units that will address these objectives, exploring topics like Indian and Western philosophy and education thinkers, the links between sociology and education, and issues in the Indian education system regarding access, equity and quality.
Arrest any bleeding and induce artificial respiration if breathing is difficult. Loosen tight clothing and make the victim comfortable in an airy place. If poison was consumed, administer salt water to induce vomiting and empty the stomach. Cool burned skin by gently pouring cold water or applying a cold, wet cloth and remove constricting jewelry to prevent swelling. Elevate the burned area, apply antiseptic-soaked cotton and bandage without much movement.
The document discusses AIDS/HIV and its impact on global health. It defines AIDS as being caused by HIV, which damages the immune system. Over 130 million adults and 10 million children worldwide had been afflicted with AIDS as of 1993. No treatment has been discovered yet, but preventive measures like safe sex practices and blood screening can help limit transmission. The virus spreads primarily through unprotected sex and contact with infected blood or bodily fluids. Research is ongoing to develop effective treatments and vaccines against HIV/AIDS.
The document discusses India's efforts to provide universal primary education and the right to education. It outlines how the Indian constitution originally aimed to provide free and compulsory education for children aged 6 to 14 within 10 years. Several amendments strengthened these rights, including the 86th amendment which added Article 21A guaranteeing the right to education. The Right to Education Act of 2009 enshrined this right in law, mandating free and compulsory education for all children aged 6 to 14. The document also examines barriers to achieving universal education and efforts taken, including expanding schooling, enrollment initiatives, and schemes like Sarva Shiksha Abhiyan.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Kalyan Matka Kalyan Result Satta Matka Result Satta Matka Kalyan Satta Matka Kalyan Open Today Satta Matka Kalyan
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Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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2. OBJECTIVES
At the end of the presentation, the student
teacher will be able to,
define Emotional Intelligence
explain the Emotional Intelligence skills
measure her own Emotional Intelligence
23/07/2015 Emotional Intelligence 2
3. EMOTIONAL INTELLIGENCE
Emotional intelligence (EI) refers to the ability
to perceive, control, and evaluate emotions.
Some researchers suggest that emotional
intelligence can be learned and
strengthened, while other claim it is an inborn
characteristic.
23/07/2015 Emotional Intelligence 3
4. Basic emotions with very clear
facial signals
Anger
Sadness
Fear
Surprise
Disgust
Happiness
9. The Emotional Competence Framework
Personal Competence
SELF – AWARENESS
Emotional awareness: Recognizing one's
emotions and their effects. People with this
competence:
•Know which emotions they are feeling and why
•Realize the links between their feelings and what
they think, do, and say
•Recognize how their feelings affect their
performance
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10. Accurate self-assessment: Knowing one's
strengths and limits. People with this
competence are:
Aware of their strengths and weaknesses
Reflective, learning from experience
Open to candid feedback, new perspectives,
continuous learning, and self development
Able to show a sense of humor and
perspective about themselves
23/07/2015 Emotional Intelligence 10
11. Self-confidence: Sureness about one's self-
worth and capabilities. People with this
competence:
Present themselves with self-assurance; have
"presence"
Can voice views that are unpopular and go
out on a limb for what is right
Are decisive, able to make sound decisions
despite uncertainties and pressures
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12. SELF – REGULATION
Self-control: Managing disruptive emotions and
impulses. People with this competence:
•Manage their impulsive feelings and
distressing emotions well
•Stay composed, positive, and unflappable
even in trying moments
•Think clearly and stay focused under pressure
23/07/2015 Emotional Intelligence 12
13. Trustworthiness: Maintaining standards of
honesty and integrity. People with this
competence:
•Act ethically
•Build trust through their reliability and
authenticity
•Admit their own mistakes and confront
unethical actions in others
•Take tough, principled stands even if they are
unpopular
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14. Conscientiousness: Taking responsibility for
personal performance. People with this
competence:
Meet commitments and keep promises
Hold themselves accountable for meeting
their objectives
Are organized and careful in their work
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15. Adaptability: Flexibility in handling change.
People with this competence:
Smoothly handle multiple demands, shifting
priorities, and rapid change
Adapt their responses and tactics to fit fluid
circumstances
Are flexible in how they see events
23/07/2015 Emotional Intelligence 15
16. Innovativeness: Being comfortable with and
open to novel ideas and new information.
People with this competence:
Seek out fresh ideas from a wide variety of
sources
Entertain original solutions to problems
Generate new ideas
Take fresh perspectives and risks in their
thinking
23/07/2015 Emotional Intelligence 16
17. SELF – MOTIVATION
Achievement drive: Striving to improve or meet
a standard of excellence. People with this
competence:
Are results-oriented, with a high drive to meet
their objectives and standards
Set challenging goals and take calculated
risks
Learn how to improve their performance
23/07/2015 Emotional Intelligence 17
18. Commitment: Aligning with the goals of the
group or organization. People with this
competence:
Readily make personal or group sacrifices to
meet a larger organizational goal
Find a sense of purpose in the larger mission
Use the group's core values in making
decisions and clarifying choices
Actively seek out opportunities to fulfill the
group's mission
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19. Initiative: Readiness to act on opportunities.
People with this competence:
Are ready to seize opportunities
Pursue goals beyond what's required or
expected of them
Cut through red tape and bend the rules when
necessary to get the job done
Mobilize others through unusual, enterprising
efforts
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20. 0ptimism: Persistence in pursuing goals despite
obstacles and setbacks. People with this
competence:
Persist in seeking goals despite obstacles
and setbacks
Operate from hope of success rather than
fear of failure
See setbacks as due to manageable
circumstance rather than a personal flaw
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21. Social Competence
Empathy: Sensing others' feelings and
perspective, and taking an active interest in
their concerns. People with this competence:
Are attentive to emotional cues and listen well
Show sensitivity and understand others'
perspectives
Help out based on understanding other
people's needs and feelings
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22. Service orientation: Anticipating, recognizing,
and meeting customers' needs. People with
this competence:
Understand customers' needs and match
them to services or products
Seek ways to increase customers'
satisfaction and loyalty
Gladly offer appropriate assistance
Grasp a customer's perspective, acting as
a trusted advisor
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23. Developing others: Sensing what others need
in order to develop, and bolstering their
abilities. People with this competence:
Acknowledge and reward people's strengths,
accomplishments, and development
Offer useful feedback and identify people's
needs for development
Mentor, give timely coaching, and offer
assignments that challenge and grow a
person's skills.
23/07/2015 Emotional Intelligence 23
24. Social Skills
Communication: Sending clear and convincing
messages. People with this competence:
Are effective in give-and-take, registering
emotional cues in attuning their message
Deal with difficult issues straightforwardly
Listen well, seek mutual understanding, and
welcome sharing of information fully
Foster open communication and stay
receptive to bad news as well as good
23/07/2015 Emotional Intelligence 24
25. Leadership: Inspiring and guiding groups and
people. People with this competence:
Articulate and arouse enthusiasm for a
shared vision and mission
Step forward to lead as needed, regardless of
position
Guide the performance of others while
holding them accountable
Lead by example
23/07/2015 Emotional Intelligence 25
26. Change catalyst: Initiating or managing change.
People with this competence:
Recognize the need for change and remove
barriers
Challenge the status quo to acknowledge the
need for change
Champion the change and enlist others in its
pursuit
Model the change expected of others
23/07/2015 Emotional Intelligence 26
27. Conflict management: Negotiating and
resolving disagreements. People with this
competence:
Handle difficult people and tense situations
with diplomacy and tact
Spot potential conflict, bring disagreements
into the open, and help deescalate
Encourage debate and open discussion
Orchestrate win-win solutions
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28. Building bonds: Nurturing instrumental
relationships. People with this competence:
Cultivate and maintain extensive informal
networks
Seek out relationships that are mutually
beneficial
Build rapport and keep others in the loop
Make and maintain personal friendships
among work associates
23/07/2015 Emotional Intelligence 28
29. Collaboration and cooperation: Working with
others toward shared goals. People with this
competence:
Balance a focus on task with attention to
relationships
Collaborate, sharing plans, information, and
resources
Promote a friendly, cooperative climate
Spot and nurture opportunities for
collaboration
23/07/2015 Emotional Intelligence 29
30. Team capabilities: Creating group synergy in
pursuing collective goals. People with this
competence:
•Model team qualities like respect, helpfulness,
and cooperation
•Draw all members into active and enthusiastic
participation
•Build team identity, esprit de corps, and
commitment
•Protect the group and its reputation; share
credit
23/07/2015 Emotional Intelligence 30
31. EI TEST
1. You are on an airplane that suddenly hits extremely bad turbulence and begins
rocking from side to side. What do you do?
A. Continue to read your book or magazine, or watch the movie, trying to pay little
attention to the turbulence.
B. Become vigilant for an emergency, carefully monitoring the stewardesses and
reading the emergency instructions card.
C. A little of both a and b.
D. Not sure - never noticed.
2. You are in a meeting when a colleague takes credit for work that you have done.
What do you do?
A. Immediately and publicly confront the colleague over the ownership of your work.
B. After the meeting, take the colleague aside and tell her that you would appreciate in
the future that she credits you when speaking about your work.
C. Nothing, it's not a good idea to embarrass colleagues in public.
D. After the colleague speaks, publicly thank her for referencing your work and give the
group more specific detail about what you were trying to accomplish.
23/07/2015 31Emotional Intelligence
32. 3. You are a customer service representative and have just gotten an
extremely angry client on the phone. What do you do?
A. Hang-up. It doesn't pay to take abuse from anyone.
B. Listen to the client and rephrase what you gather he is feeling.
C. Explain to the client that he is being unfair, that you are only trying to do
your job, and you would appreciate it if he wouldn't get in the way of this.
D. Tell the client you understand how frustrating this must be for him, and offer
a specific thing you can do to help him get his problem resolved.
4. You are a college student who had hoped to get an A in a course that
was important for your future career aspirations. You have just found
out you got a C- on the midterm. What do you do?
A. Sketch out a specific plan for ways to improve your grade and resolve to
follow through.
B. Decide you do not have what it takes to make it in that career.
C. Tell yourself it really doesn't matter how much you do in the course,
concentrate instead on other classes where your grades are higher.
D. Go see the professor and try to talk her into giving you a better grade.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 32Emotional Intelligence
33. 5. You are a manager in an organization that is trying to encourage
respect for racial and ethnic diversity. You overhear someone telling a
racist joke. What do you do?
A. Ignore it - the best way to deal with these things is not to react.
B. Call the person into your office and explain that their behavior is
inappropriate and is grounds for disciplinary action if repeated.
C. Speak up on the spot, saying that such jokes are inappropriate and will not
be tolerated in your organization.
D. Suggest to the person telling the joke he go through a diversity training
program.
6. You are an insurance salesman calling on prospective clients. You have
left the last 15 clients empty-handed. What do you do?
A. Call it a day and go home early to miss rush-hour traffic.
B. Try something new in the next call, and keep plugging away
C. .List your strengths and weaknesses to identify what may be undermining
your ability to sell.
D. Sharpen up your resume.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 33Emotional Intelligence
34. 7. You are trying to calm down a colleague who has worked herself into a
fury because the driver of another car has cut dangerously close in
front of her. What do you do?
A. Tell her to forget about it-she's OK now and it is no big deal.
B. Put on one of her favorite tapes and try to distract her.
C. Join her in criticizing the other driver.
D. Tell her about a time something like this happened to you, and how angry
you felt, until you saw the other driver was on the way to the hospital.
8. A discussion between you and your partner has escalated into a
shouting match. You are both upset and in the heat of the argument,
start making personal attacks which neither of you really mean. What
is the best thing to do?
Agree to take a 20-minute break before continuing the discussion.
Go silent, regardless of what your partner says.
Say you are sorry, and ask your partner to apologize too.
Stop for a moment, collect your thoughts, then restate your side of the case
as precisely as possible.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 34Emotional Intelligence
35. 7. You are trying to calm down a colleague who has worked herself into a
fury because the driver of another car has cut dangerously close in
front of her. What do you do?
A. Tell her to forget about it-she's OK now and it is no big deal.
B. Put on one of her favorite tapes and try to distract her.
C. Join her in criticizing the other driver.
D. Tell her about a time something like this happened to you, and how angry
you felt, until you saw the other driver was on the way to the hospital.
8. A discussion between you and your partner has escalated into a
shouting match. You are both upset and in the heat of the argument,
start making personal attacks which neither of you really mean. What
is the best thing to do?
Agree to take a 20-minute break before continuing the discussion.
Go silent, regardless of what your partner says.
Say you are sorry, and ask your partner to apologize too.
Stop for a moment, collect your thoughts, then restate your side of the case
as precisely as possible.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 35Emotional Intelligence
36. 7. You are trying to calm down a colleague who has worked herself into a
fury because the driver of another car has cut dangerously close in
front of her. What do you do?
A. Tell her to forget about it-she's OK now and it is no big deal.
B. Put on one of her favorite tapes and try to distract her.
C. Join her in criticizing the other driver.
D. Tell her about a time something like this happened to you, and how angry
you felt, until you saw the other driver was on the way to the hospital.
8. A discussion between you and your partner has escalated into a
shouting match. You are both upset and in the heat of the argument,
start making personal attacks which neither of you really mean. What
is the best thing to do?
Agree to take a 20-minute break before continuing the discussion.
Go silent, regardless of what your partner says.
Say you are sorry, and ask your partner to apologize too.
Stop for a moment, collect your thoughts, then restate your side of the case
as precisely as possible.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 36Emotional Intelligence
37. 7. You are trying to calm down a colleague who has worked herself into a
fury because the driver of another car has cut dangerously close in
front of her. What do you do?
A. Tell her to forget about it-she's OK now and it is no big deal.
B. Put on one of her favorite tapes and try to distract her.
C. Join her in criticizing the other driver.
D. Tell her about a time something like this happened to you, and how angry
you felt, until you saw the other driver was on the way to the hospital.
8. A discussion between you and your partner has escalated into a
shouting match. You are both upset and in the heat of the argument,
start making personal attacks which neither of you really mean. What
is the best thing to do?
Agree to take a 20-minute break before continuing the discussion.
Go silent, regardless of what your partner says.
Say you are sorry, and ask your partner to apologize too.
Stop for a moment, collect your thoughts, then restate your side of the case
as precisely as possible.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
23/07/2015 37Emotional Intelligence
38. 9. You have been given the task of managing a team that has been unable
to come up with a creative solution to a work problem. What is the
first thing that you do?
A. Draw up an agenda, call a meeting and allot a specific period of time to
discuss each item.
B. Organize an off-site meeting aimed specifically at encouraging the team to
get to know each other better.
C. Begin by asking each person individually for ideas about how to solve the
problem.
D. Start out with a brainstorming session, encouraging each person to say
whatever comes to mind, no matter how wild.
10. You have recently been assigned a young manager in your team, and
have noticed that he appears to be unable to make the simplest of
decisions without seeking advice from you. What do you do?
A. Accept that he "does not have what it take to succeed around here" and
find others in your team to take on his tasks.
B. Get an HR manager to talk to him about where he sees his future in the
organization.
C. Purposely give him lots of complex decisions to make so that he will
become more confident in the role.
D. Engineer an ongoing series of challenging but manageable experiences for
him, and make yourself available to act as his mentor.
http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm
39. Answers to Quiz
1. Not D, 10 pts. for ABC
2. B – 5 pts. D – 10 pts.
3. B – 5 pts. D – 10 pts.
4. A – 10 pts. C – 5 pts.
5. B – 5 pts. C – 10 pts. D – 5 pts.
6. B – 10 pts. C – 5 pts.
7. C – 5 pts. D – 10 pts.
8. A – 10 pts.
9. B – 10 pts. D 5 pts.
10. B – 5 pts. D – 10 pts.
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23/07/2015 39Emotional Intelligence