The Effect Of Spending Time On Nature And Its Stress...

Counselors dedicate their lives to helping people emotionally in need, and eventually this dedication begins to produce distress which, if not dealt with can lead into more serious issues. One of the more serious issues that counselors are at higher risk to experience as job-related stress increases—is burnout. In order for counselors to maintain healthy levels of compassion while maintaining their ability to help their clients, implementing a self-care plan. This self-care plan enables counselors to effectively cope with frequent job-related stress. If the self-care plan does not effectively cope with this stress, then burnout is likely to be experienced. However, there are successful strategies to prevent burnout and enables the counselor to help hurting people for the long duration. One such plausible self-care plan that effectively copes with job related stress includes frequent exposures to nature and the outdoors. In this paper, I examine the relationship between spending time in nature and its stress reducing capabilities. Because burnout is a stress induced syndrome, attempts to decrease stress levels with nature exposures, should also prevent burnout. Unfortunately, most counselors who experience burnout seldom engage in healthy coping strategies nor do they engage in them frequently enough. It is important for counselors to maintain healthy coping strategies in order to help their clients to the best of their abilities for the long duration. ByShow MoreRelatedHow Does Stress Help Facilitate Potential Positive Outcomes For Outdoor Adventure Education And Adventure Therapy Participants?2218 Words   |  9 Pages How does interacting with nature effect brain physiology, facilitating improved stress responses and overall mental and physical health within wilderness and nature based therapy programs? 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Beyond Awareness Preparing Culturally Responsive

Beyond Awareness: Preparing Culturally Responsive Preservice Teachers Historically, many teachers took courses in multicultural education that was aimed at teaching preservice teachers about diversity in the classroom. However these courses did not have an impact on the teaching practices of pre-service teachers as they entered schools and classrooms. Furthermore teachers were asked to reconsider their own assumptions and work towards a better understanding of values and practices of cultures different than their own. It was through this type of reflective activity of their own beliefs compared to others could they begin to construct practices that aimed at making diversity apart of the curriculum. One goal of multicultural education was to shed light on oppression and social inequality based on race, social class, gender and disability. The multicultural coursework lead to â€Å"one of three† conditions in the preservice teachers’ classroom. The first being that the lesson plan, theme or curriculum was centered on the dominant culture. The second condition is that the curriculum pretends to be â€Å"color-blind† (87) basically stating that there is no difference between teacher and student in regards to race or culture. The final conditional was that the classroom/curriculum treated multiculturalism like â€Å"tourism†(87) only portraying the â€Å"superficial aspects of culture (87). These approaches would be unacceptable in today’s society and we clearly have a lot left to learn aboutShow MoreRelatedMulticultural Education int the United States1665 Words   |  7 Pagescurriculum, practices, and policies in education. It is grounded in ideals of social justice and equity, critical pedagogy, and a dedication to providing educational experiences in which all students reach their full potentials as socially and culturally aware and responsive citizens (Ford, 2014). 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Top Upenn Supplement Essay Samples Choices

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Poetry Comparative Essay Guide Example For Students

Poetry Comparative Essay Guide What the examiner will look for: When marking your essay, the examiner will look to see whether you have appreciated and explored the: ; ideas attitudes and tone structure and form techniques used by the poets When answering an exam question, keep these five criteria in mind. Question! Now consider the exam question. Highlight and underline key words and requirements: How is the theme of death presented in the two poems? Choose two of the poems you are studying to try this exercise (you might need to replace death with a different theme, depending on the collection of poetry you are focusing on). When planning an answer it is a good idea to look at each poem in turn and to note down examples or quotations relevant to each of the following criteria. Try drawing a table like the one below: Death* Ideas Attitudes Tones Structure Form Techniques Effect/ purpose Poem 1 Poem 2 Can you find two or three quotations (single words or short phrases) to put in each box? Make sure that you appreciate and explore the examples you choose. Notice which poetic devices or techniques have been used and then suggest why. Think about why a poet might have used these particular words and phrases. How do they elate to the main ideas or themes? This will help you to write good quality poetry essays. Throughout your essay, move from one poem to the other in every paragraph. Start each paragraph with a topic sentence which summaries how each poem is related to your point: ; Both poems demonstrate Although the first poem has a positive tone, the second poem ; Each of the poems takes a slightly different approach ;The two poems contrast in There is a similar description of In both poems. In the body of the paragraph make sure you compare ideas from both poems. Support your points with short quotations from each poem. You should also include close analysis of individual quotations. Examine the words used and think about the wider connotations of these. Look for similarities and differences between the two poems you are using. Finish each paragraph with a concluding sentence that sums up the point youve made about both poems. Try not to write about one poem then the other without explicitly comparing the two. Just putting the two poems in the same paragraph is not enough. Make sure you use key words like similar and different, and connecting phrases like on the other hand and likewise. Conclusion A strong conclusion to an essay should leave an examiner with a positive attitude to your work. What would you write in your conclusion that draws all your points together? Try to think about both poems and, most importantly, your feelings and attitudes. What do you think about the poems and what they have to say? What is the Examiner looking for in a response to the Poetry? The exam is designed to test your ability to do the following things: textual evidence? Can you explore language, structure and form and how they contribute to the meaning of texts? Can you compare the ways that ideas, themes and relationships are presented in the memos by selecting pertinent details from the texts? Can you respond to the poems critically, in detail, and sensitively? In other words you need to: Write a detailed and nuanced comparison of the poems considering how the language and form contribute to the overall meaning of the poems, and the relationships, themes and ideas that the poets are trying to present to the audience. What is the Examiner looking for in an A* response to the Poetry? An A* response is characterized by a conceptualized, insightful and imaginative approach to the texts that combines an analytical and exploratory use of detail in ACH poem individually with evaluative comparison across both poems discussed in the answer. Essentially, an A* response will set itself apart from the hundreds of other responses because it has an individual and unique approach that shows the writer has developed their own individual ideas about the texts. .u240415a3000ab666bed0fa09a9f5e2a7 , .u240415a3000ab666bed0fa09a9f5e2a7 .postImageUrl , .u240415a3000ab666bed0fa09a9f5e2a7 .centered-text-area { min-height: 80px; position: relative; } .u240415a3000ab666bed0fa09a9f5e2a7 , .u240415a3000ab666bed0fa09a9f5e2a7:hover , .u240415a3000ab666bed0fa09a9f5e2a7:visited , .u240415a3000ab666bed0fa09a9f5e2a7:active { border:0!important; } .u240415a3000ab666bed0fa09a9f5e2a7 .clearfix:after { content: ""; display: table; clear: both; } .u240415a3000ab666bed0fa09a9f5e2a7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u240415a3000ab666bed0fa09a9f5e2a7:active , .u240415a3000ab666bed0fa09a9f5e2a7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u240415a3000ab666bed0fa09a9f5e2a7 .centered-text-area { width: 100%; position: relative ; } .u240415a3000ab666bed0fa09a9f5e2a7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u240415a3000ab666bed0fa09a9f5e2a7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u240415a3000ab666bed0fa09a9f5e2a7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u240415a3000ab666bed0fa09a9f5e2a7:hover .ctaButton { background-color: #34495E!important; } .u240415a3000ab666bed0fa09a9f5e2a7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u240415a3000ab666bed0fa09a9f5e2a7 .u240415a3000ab666bed0fa09a9f5e2a7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u240415a3000ab666bed0fa09a9f5e2a7:after { content: ""; display: block; clear: both; } READ: Love and Divine Love EssayThis approach is characterized by a confident engagement with the themes, ideas, relationships and technical construction of the poems. Equally, the writer of an A* response will show comparative skill; making links and cross referencing the poems using telling detail to form the basis of insightful comparisons between the poems. At first this may appear daunting but with a ruthless and systematic approach it can be achieved. Essentially, the key to performing at this level is having your own ideas; if you can form your own opinions about each of the poems then you will be able to write this kind of essay. The real skill here is to marry the ideas that you have with a written style that allows you to showcase them in the examination. You might begin and end your response with some theoretical discussion of the concept in the title question. In the case of this question, the concept is death, therefore you might begin our essay in the following way: The finality of death is presented in very different ways throughout the two poems and ; it forms a central concern of the poets and each one focuses on different aspects such that we might come to see the poems as exploring the process of death. That is, while in Mid-Term Break, Haney centers the narrative of his poem on the nature of grief the longer term impact of a death conversely, Gillian Slackers The Field Mouse is concerned with the genocidal murder of people during the ethnic cleansing in the Balkans during the sass. Points to Note It important that you write in an imaginative way showing that you have a personal engagement with the poems; this will ensure that your ideas are individual and set you apart from the many other responses. You must use carefully selected quotations from the poems that are embedded into the body of your essay. You want to avoid a situation where each paragraph is punctuated by huge quotations which are not gaining you credit; carefully selected words or phrases which are embedded into the body of your argument will work much more efficiently. You must develop your ideas fully based on the textual details that you use, this ill ensure that you are rewarded for insight and exploration which is a necessary characteristic of an A* response. It is important to engage with the texts as poems; that is, you need to show you understand that poetic form and technique are central to how the meaning of the poems is derived. In order to do this, it is important to learn key terms and concepts related to the creation of poems. You need to write in a consistently comparative way an A* rest compare the poems simultaneously in the same paragraph of the r Although you only need to hit each criteria once in your essay, a tend to repeatedly hit the criteria throughout. Coif Stage 1: The Introduction Your introduction needs to do the following: Address the terms of the question referring directly to the key word question; Some conceptual discussion of the key concept in the title question, An initial comparison of how the key concept in the title question is each poem you need to make sure you include in this the titles an poets you are going to discuss. Stage 2: Body Paragraphs Each body paragraph needs to do the following.