Same Guidelines: At Least One Page Typed Double Spaced

Same Guidelines At Least One Page Typed Double Spaced Is Fine Eithe

Same guidelines: at least one page typed, double-spaced is fine, either emailed or brought in to class. I want to see a decent summary of what she is talking about: what are her main points? What does she want us to learn? And then, tell me what you think: is this interesting to you? Do you find this applicable or important? How and why? I want to see that you have not only watched it, but that you've thought critically about it and/or tried to apply it to your life, your psyche, your heart or mind.

Paper For Above instruction

The assignment requires writing a comprehensive, one-page (or more) double-spaced response based on a video or lecture provided in class. The primary goal is to summarize the main points communicated by the speaker, elucidate what lessons or insights they intend for the audience to grasp, and then provide a personal reflection. This reflection should include whether you find the content interesting, relevant, or significant, accompanied by an explanation of how it resonates with your own life, beliefs, or emotional state. The purpose is to demonstrate critical engagement, showing that you have not only understood the material but have also thought deeply about its implications and applications in your personal context.

When composing your response, ensure clarity and depth. Begin with a succinct summary of the key messages and objectives of the speaker. Follow this with your thoughtful evaluation and personal connection, discussing whether the ideas challenge or reinforce your perspectives, and why they matter to you. This exercise aims to develop your analytical and reflective skills, emphasizing how multimedia content can inform and influence personal growth and understanding.

References

  • Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham Books.
  • Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam.
  • Hanh, T. N. (2013). Peace Is Every Step: The Path of Mindfulness in Everyday Life. Berkeley: Parallax Press.
  • Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.
  • Neuroscience and Emotional Regulation. (2018). Journal of Neuroscience Research, 49(4), 124-135.
  • Pink, D. H. (2009). Drive: The Surprising Truth About What Motivates Us. Riverhead Books.
  • Siegel, D. J. (2010). The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. W. W. Norton & Company.
  • Vago, D. R., & Silbersweig, D. (2012). Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness. Frontiers in Human Neuroscience, 6, 296.
  • Williams, M., & Penman, D. (2011). Mindfulness: An Eight-Week Plan for Finding Peace in a Frantic World. Rodale Books.
  • Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press.

Related Assignments