essay on About the Self-Assessments 1 pg

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Last week, we saw how virtual worlds are created through technology in an attempt to create warm and safe places for humans to thrive. This week, we will look at how we create “virtual realities” though stories and through social structures. One of the impacts of these virtual realities is that they will shape our actual reality, including our self-concept and even our ability to act in reality. In fact, you will see that our true reality is a combination of both our physical and virtual realities.

Many of our virtual worlds don’t appear to be technological at all. We create virtual worlds through storytelling and through social roles. As you move through your day, think about the different roles you play. These might include both parent and child, employee and boss, friend and rival. Your workplace and your home sometimes seem like they are entirely different worlds. We often hear arguments about the difference between the “real world” and what we see on television or what we learn in school or read in books. We are sometimes left wondering “Which of these roles is the real me?” Which world is the ”real world”? Many people accept that reality television is as scripted as other television programming. And remember that Shakespeare’s plays are also fictional stories. Sometimes fictional characters can seem more “real” than real people, but we also know that at other times “truth is stranger than fiction.” How do we decide?

In “The Open Window,” Saki shows how stories can shape reality to the point where it can be difficult to separate truth from fiction. As you read the story, think about who decides what is real, and how different versions of reality can shape our behavior.



 

Sometimes, the difference between truth and fiction is not as simple, or humorous, as it is in Saki’s story. Sometimes the difference is between the ways different people understand the norms, rules and expectations of society. These differing views will come into conflict when the reality of one group creates limitations or problems for another.

Sojourner TruthIn the 1850s, the women’s rights movement began to challenge the way women were treated and what they were allowed to do. Many of these rules were based on beliefs about what women were capable of and what they deserved. In this speech, activist Sojourner Truth challenged many of these assumptions in order to show the difference between the physical reality of women and the false reality perceived by society.

Photo Credit: Library of Congress (1864). Sojourner Truth, three-quarter length portrait, standing wearing spectacles and resting hand on cane [Photograph]. Reproduction Number: LC-USZ62-119343. Library of Congress Prints and Photographs Division Washington, D.C.

 

“Work smart, not harder.” Have you heard that phrase? Often people do not take the easiest route to solving problems or completing tasks. By taking self-assessments, you can better understand how you learn and address life issues. In this course, you will be taking a series of Self-Assessments.

Self-Assessment findings can help you harness your strengths. By understanding your attributes, you can work with your strengths and find ways to improve those areas that may be more difficult for you and enhance your progress toward degree completion. Many potential skills and strengths are invisible to adult learners. These Self-Assessments will give you a real snapshot of your abilities and other factors potentially related to your success. By determining where you are with your skills and competencies, you can brush up on areas that directly correlate to success in online classrooms.

This week, you will complete three SmarterMeasure self-assessments about Individual Attributes and Life Factors. Each of the assessments takes about 5–10 minutes to complete. The results for these surveys can be used to inform your work in this course.

About the Self-Assessments:

  • Individual Attributes: The six attributes which are measured in this Self-Assessment are time management, procrastination, persistence, academic attributes, locus of control, and willingness to ask for help. There are 24 items in this section with each of the six attributes being measured by four items. The items are measured on a four-point Likert-type scale of not like me at all, not much like me, somewhat like me, or very much like me.
  • Life Factors:  Many students strongly desire to continue their education. However, often other situations in life deter them from being able to do so. The Life Factors Self-Assessment asks questions about other elements in your life that may impact your ability to continue your education. You may be able to modify circumstances which impact some of these life factors. You are encouraged to take appropriate action to help you succeed in your education. There are 20 items in this section with each of the five factors being measured by four items. The items are mostly measured on a five-point Likert-type scale.





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