Auto news on Youtube Dec 1 2017

Good evening

Im Melvin

I want to introduce my self in this video

And thank you to

who recently subscribed

And to all subcribe

And who are watching my videos

it's very meaningful to me

This Video

is

related to myself

how can i

into the vlogger field

First of all my name is Melvin Rubin

im 33 years old

Live in Kota kinabalu Sabah

i work

from home online business

Im doing marketing and advertising

let's go straight toraight to my story

venturing into the field of vlogger

I ventured into this vlogger because

it is very interesting for me

we can talk

dengan video

get acquainted with

international vlogger

or Malaysian vlogger

what

and

share experience

share about everyday life

Share through video

and those video and when we getting old

we can look back

for

our memory

And this vlogger world

for me

it is worth

because all the memories we record every day

will be stored in you tube

we can

we can look back one by one

how we talk with video

with camera

and how

our expression

when we talk

and improve the way we talk

step by step

even in this content is inculcated

im so sory

because this video is my first vlog

mostly i talk in video all about business

Today I made a vlog about

about self introduction

whatever I record today

I'm sorry if something goes wrong

whatever

your comment please

write your comment below

if there are errors and advice

drop your comment below

so I can fix my next video

thank you

thats all for today

im confused dont know what to say

dont have much to say

maybe the next video will be more interesting

I hope you can support and guide me

in this vlogger world

thank you

and

we'll see again in my next video

soon and dont forget

thumbs up button below

or subscribe to those who have not subscribed yet

in this vlogger world and thank you all

this is the end of my video

see you again next time

bye

For more infomation >> Self introduction (Malaysian Version) - Duration: 4:43.

-------------------------------------------

LEARN092 Self assessment for deep learning - Duration: 2:08.

JOHN HATTIE: So what's the role of self-assessment in terms of deep learning skills?

Wouldn't it be great if the students were able to become their own teachers?

Isn't that surely the aim of life-long learning and 21st century skills and meta cognition

and all the other fancy words we use.

And so one of our tasks as we go through is to help the students pick up the skills of

being their own teacher, knowing what to do when they don't know what to do, knowing

when they're making a mistake, having a sense of understanding their own assessment.

And this is where self-assessment comes in.

And we take a very strong line that one of our fundamental roles in schools is to teach

students to be assessment capable.

To know how to interpret the tests.

Like if I gave you a test back and you got 43 out of 60.

I want to know do you understand what that means?

Do you understand where to go next?

And unfortunately most students think that 43 out of 60 it's more than half so that's

– that's not very rich information.

That's not helping much at all.

There's hardly any "Where to next?" there.

And so how to teachers help students to get better at drilling down and understanding?

What they know, what they don't know, what success looks like, when's good, good enough?

When's it ok to stop learning more and start relating it?

And so the more you can do that, in terms of self-assessment, the better.

Here's the irony.

5 year olds are usually pretty good at that.

By age 8 they've learnt to be compliant, they've learnt that it's the teachers

job.

They've learnt that their job is to come to school and watch the teacher work.

So how can we reverse that equation and get our students to be much more adept at doing

their own learning?

And so great classes ask the students to do a lot of self-assessment.

They're actually quite good at it.

As long as you focus on the learning, as long as you can focus on that difference between

the surface and the deep, you're in really good shape.

Some of our best students, are our best students because they are very good at assessing their

own learning.

For more infomation >> LEARN092 Self assessment for deep learning - Duration: 2:08.

-------------------------------------------

UQx LEARNx Self regulation and self - regulated learning - Duration: 10:08.

ANNEMAREE CARROLL: It's the 60 million dollar question!

How does a teacher know when a student is ready to move from a surface learning approach

to enacting deep learning strategies?

The ability to self-regulate is key.

Self-regulated learning refers to an independent and self-motivated process of acquiring knowledge

and skills.

Research suggests that students learn best when they have the ability to self-regulate.

In fact, the degree to which students become self-regulators of their own learning influences

academic success at school.These maturational changes are most prominent in the brain's

frontal lobes which have long been associated with executive function.

The executive functioning system is the control system of the brain that is responsible for

regulating behaviour and directing and controlling thinking activity to enable effective problem

solving in both learning and social contexts.

These skills enable us to stay focused, remember instructions, make plans, control impulses,

and take on multiple tasks successfully.

These skills depend on three types of brain function which are highly interrelated and

which draws on elements of the other: Working memory – we can think of this as the engine

of the attention control system.

It controls our ability to retain and work with pieces of information over a short amount

of time.

If a learner has poor working memory function the learner will have difficulty sustaining

attention, will be susceptible to distraction; and will have difficulty performing other

executive functions.

These skills are crucial for learning and development and successfully negotiating social

and educational contexts.

They provide the link between early school achievement and social, emotional, and moral

development.

When remaining focused is not important to the task at hand, the executive functioning

system goes into standby mode.

Mental flexibility is another brain function which determines our ability to sustain or

shift our attention to different demands, and Self control is the ability to set priorities,

resist impulsive responses and monitor and correct performance.

We aren't born with these skills but we can develop them with the right amount of

nurturing and exposure.

For young children, being in environments that provide the "scaffolding" of these

skills is essential to healthy development.

Both parents and teachers can establish routines, model appropriate social behaviour, and demonstrate

supportive and reliable relationships.

It is also important for children to have opportunities to exercise these developing

skills through activities that foster creative play and social connection.

Young children who do not have opportunities to use and strengthen these skills naturally

fail to become proficient.

Those who have problems staying focused and resisting distractions not only display difficulties

in school but also have trouble following directions generally, and this extends into

their adolescent and adult years.

Studying, maintaining friendships, sustaining employment, or managing difficult situations

will provide challenges.

Although we are not born with these skills, we can first see signs of them around age

two.

By age three, most children can complete tasks that involve following two rules or actions

and make deliberate choices.

Five year olds have the ability to shift their attention from one rule to another and the

capacity to block inappropriate responses.

It is especially interesting to note that by age seven some of the capabilities underlying

executive function show distinct similarities to those in adulthood.

As learners progress through the teenage and adolescent periods, they further develop self-control

by switching between a central focus and peripheral stimuli, and successfully adapt to changing

rules in different contexts.

But self-motivation tends to decrease with age.

Since motivation is an important factor in self-regulation, this may be why early-to-mid

adolescence is a period of vulnerability to problems with self-regulation.

Gender differences in the skills for self-regulation are also apparent in school aged children.

Girls have been found to be more conscientious, self-disciplined, have higher levels of academic

self-efficacy and more able to self-regulate than boys.

Typically, girls are typically less impulsive and more capable of regulating their emotional

expression.

This influences the classroom dynamic as girls are consistently perceived by teachers as

being more self-controlled and self-disciplined than boys.

Gender aside, we do know that self-regulated learners display several features in their

work.

They develop their own goals and choose learning strategies to meet these goals.

They employ techniques to monitor and evaluate their progress, and modify their learning

when necessary.

They have the ability to self-regulate their behaviour, thoughts and emotions, which leads

to sustained focus and attention.This includes being able to slow or impede behaviour, thoughts,

and emotions which do not contribute to learning.

We know that motivation is a key sustainer of self-regulated learning.

And with maturity comes a greater ability to self-regulate.

However, being a self-regulated learner is somewhat influenced by the extent of external

regulation by others, particularly in the classroom.

The learning may be occurring in relation to pre-determined goals set by the teacher,

external examination of work and progress, and established learning strategies.

Italy's first female doctor Maria Montessori developed an educational approach based on

a constructivist model in the late 1800s.

She recognised that self-regulation is an important indicator of healthy child development

and that it could be enhanced over time.

Her philosophy and methodology has strong foundations in children's self-regulation

and independence.

Students exercise a large degree of choice in Montessori classrooms balanced with a degree

of task structure.

Developmentally appropriate materials are placed around the classroom for a variety

of hands-on tasks which encourage planning and organisation skills, flow and concentration,

and task persistence.

In noting children's capacity for being absorbed in a task, or in a flow state, large

periods of time are provided for children to develop sustained concentration and attention

which are important components of self-regulation.

External rewards are not a feature of the Montessori approach.

Instead children in Montessori classrooms are intrinsically motivated to learn through

the completion of the activities, feeling a sense of pride, ownership, and accomplishment.

In working with older students and adults, Monique Boekaert's three layered model of

self-regulated learning examines three levels of self-regulation.

Goetz, Nett and Hall (2013) describe the regulation of processing modes as the level that focuses

on the learner's ability to self-regulate according to desired learning outcomes and

choosing the most appropriate learning strategies.

The regulation of the learning process level relates to overall metacognitive processes

and the coordination of cognitive strategies, including planning and monitoring.

The outer level relates to regulation of the self, including the ability to choose current

and future activities and to remain motivated when competing influences intervene.

Boekaert suggests that successful self-regulation is dependent on competency in these three

levels.

The ability to be a self-regulated, independent, and flexible learner in today's fast-paced,

globalised, and knowledge-based world is essential.

Although some students exhibit difficulty with self-regulation, teachers can employ

some very useful strategies to assist with developing independent learners.

Firstly, teachers can assist students to set realistic yet challenging goals.

Encourage students to be cognisant of their own behaviour by observing and recording themselves

for reflection.

Provide a range of instructions that students can give to themselves during the learning

process.

And model how to evaluate achievement and modify strategies and goals if necessary.

Teachers should also provide frequent opportunities for students to practice self-regulating strategies

and solve interpersonal problems.

It's also important for teachers to improve their students' attentional readiness through

techniques such as breathing and mindfulness.

All of these strategies will lead to self-regulated deep learners in our classrooms.

For more infomation >> UQx LEARNx Self regulation and self - regulated learning - Duration: 10:08.

-------------------------------------------

The Roots of Low Self-Confidence - Duration: 13:39.

Hello there so its Thursday and I'm back on my talk2jo page to talk

about self-acceptance and why it can be really quite difficult to accept

ourselves. I'm writing a blog about this at the moment and you can find my

blog at thegoodenoughmum.com/blog and you'll see that

I'll be publishing something about this subject in the next couple of days. So

self-acceptance - why is it so difficult? I certainly struggled with

self-acceptance when I was younger and it's taken me a long time really to be

able to be okay with who I am as a person and I'd like to share sort of why

that's difficult and the things that have helped me to get more to a place

where I can be myself and be okay with being myself. So I read a really useful

blog yesterday all about something called introjection and it's a

psychological term that we use. An introjection is where we take on the

thoughts about ourselves that perhaps we think other people are thinking about us,

and this can start at a really young age and I'd like to tell the story that

the blog tells because it sort of illustrates the process of what can

happen. So it said imagine that Sam is a four year old boy who has been

learning how to dress himself and one morning his mum says to him now hurry up

go and get yourself dressed we're going out you can choose your best clothes put

them on and then we'll be going out so Sam run runs upstairs and he's really

quite excited because he's going to choose his clothes for the first time and he

can choose his best clothes so he puts on his brightest shirt and his best pair

of blue jeans and he runs downstairs to his mother who turns round and and has a

sort of look of disgust on her face and says that's no good you know go

upstairs and get changed. So he runs upstairs and he just feels

really dejected and thinks that he's useless and actually he can't dress very

well and he can't he can't choose his own clothes so he takes his clothes off

and he sits there and he waits for his mummy to come and dress him because

obviously he's no good at choosing clothes himself and the mummy comes

upstairs and she's even crosser because he's not even dressed now and he sees

her face and he feels like you know mummy thinks I'm I'm stupid and what we

don't know is that mummy is planning to go out for lunch with a couple of her

single friends who don't have children she's worried about how Sam's going to

look to them and she felt fairly embarrassed when he came down he was

dressed in his cowboy outfit and also the babysitter's cancelled and so

they're going to be in even more of a rush now than she thought and basically

she's just really stressed and of course Sam doesn't really understand any of

this all he knows is that mummy was cross with him and he takes it

personally. And part of why that would be is that as

children we are very very dependent on our parents to look after us and we fear

abandonment and we need to please our parents and what we see our parents

demonstrating even in - they don't have to say anything it can be with their faces -

and we can see pleasure or displeasure in them and we tend to take that into

our identity and we can very quickly if, it's sort of like those sorts of

incidents happen again and again, we begin to build up this identity that we

aren't very good. The other thing that can happen is you know there's so

much out there about a sort of encouraging us to be good you know such

as you know children are asked to go and kiss usually elderly people whom

they don't really know very well and they have to sort of overcome that sort

of dislike of actually kissing somebody they don't know because that's what

they've been told they've got to do and that's being a good boy or a good girl

you know being a good boy or a good girl in all sorts of

ways that's just one example but in sorts of ways we're told this is how we

have to be good. So you know we push over a child a playgroup and we're told that

that was naughty and we've got to go and say sorry even though we don't feel

sorry - we begin to override our emotions and begin to take on what is considered

to be good behavior and also it can begin to seem to us that we're naughty

and so we're building up this sort of internal picture of ourselves that we're

naughty and unless we're good we're not acceptable and we begin to sort of think

that being good is the only way to be acceptable and so inevitably when we do

make mistakes we can actually begin to think that that we're unworthy of

love, we're unworthy of acceptance and it's

really difficult for us to actually live with ourselves and this is where our

lack of self-acceptance comes in. Carl Rogers has got this

lovely quote I've used that at the top of my blog which to be honest I struggle

to remember but he said the curious paradox is is that when I accept myself

as I am then change happens really quickly and it is a paradox but if we're

able to let go of all those notions of what we have to be in order to be

acceptable to people, if we can let go of those ideas, if we can make a

distinction between socially correct behavior and what's good, if we can make

a distinction between those, we don't then have to be good in order to be

acceptable. We might do socially correct things but that's not necessarily

talking about being good because the fact is is that we are actually enough

in who we are. I think, there's some, the aspect of this that I found so so

helpful in my own growth and development I think is knowing that you know we are

human, we have what Paul Gilbert who writes about the compassionate

mind calls tricky brains whereby a lot of our threat systems react before our

conscious brains are engaged. That is just the way the brain works you

know for: an example would be is that if you touch something hot you will move

your hand before you even realize that that thing was hot - before it enters your

conscious brain - because at a very quick level, at a lower part of our brain our

bodies are reacting and that's before the message gets to our conscious brains.

When we were responding to threat we can behave in ways that actually our

conscious brains - if it had a chance to think - might stop us from doing and so

we can react in ways where that threat system takes over and then afterwards we

could think, my god you know why did I do that, and it's really important I think to

recognize that that is part of the human condition we do have tricky brains. Paul

Gilbert says you know it's not our fault but we do have a responsibility and I

think in recognizing that the way we are is not a fault it's a result of our tricky

brain, it's maybe a result of the perhaps stressful situations that our own

parents were under and perhaps their difficult circumstances that they were

brought up in perhaps they hadn't been able to resolve things from their

childhood and that's sort of transmitted into us so we were not in control of

those things. But what we are in control of is our, I suppose you know, how we choose

to deal with ourselves in this moment and part of that is about you know

allowing ourselves to recognize that we are human. And it's really important to

sort of try and think of things like how would your best friend approach you

in this situation when you've done something that you don't feel very happy

about? You know if you can imagine the kindest wisest person that you know and

how would they respond to you in this situation?

And if you can begin to imagine that compassionate mind that often helps us

to recognize that truly we were trying our best

we may have mucked it up we may have hurt people but it wasn't our intention

and we can begin also to to do something which Paul Gilbert caused mentalizing

which is imagining how it feels for the other person as well so in that little

example I gave at the beginning with Sam and his mum I mean obviously Sam at

four years old isn't able to mentalize what was happening to his mum in that

situation but perhaps when he's older if you remember that incident he'd be able

to look back and he'd be able to recognize that his mum is just a person,

just as vulnerable as he was, and you know that she was stressed out the thought

of meeting her friends and you know she wanted to impress them because she

wasn't feeling very confident herself - that's the sort of process of

mentalizing and I think it's really helpful if - whatever situation we're

in - even if we can, you know, if we're treated badly by people to sort of try and

imagine what was going on for them in that moment and what made them behave in

that sort of way, and and what the influences are on them. And we really

don't know often what has gone on in people's lives, we really don't

understand the pain and suffering that they've experienced, and that's usually

where difficult behavior comes from and it's where our difficult behavior comes

from as well and it's so helpful I think to hold that in mind because that really

helps us with self acceptance - is to think you know yeah I didn't choose the

circumstances, I didn't choose my parents - I have to say I do have lovely parents -

but you know we didn't choose the situations that we were born into, we didn't

choose the school we went to, all the children we interacted with, we didn't

choose the bullying, whatever, those things happen to us

but we don't need to stay in a place of being like a victim to those

circumstances, we can actually now exercise a choice as to how we want to

respond to those situations. And sometimes it's actually really helpful

to talk through, especially if we've been very hurt by circumstances in our lives,

you know they're not often not our doing - but then what tends to happen is

when we've been hurt by circumstances because we're hurt we go out and we do

hurtful things and it can be really helpful to talk that through and that's

why I I work as a counsellor: to give people the opportunity to talk about

this sort of stuff and to be able to go over these things and to understand what

was going on both for them and for the people around them

and so that they can learn to live with whatever happened to them and whatever

they did and where necessary to try and and make a difference to their lives. So

if that's spoken to you at all and you want to talk to me about it

I do offer face-to-face counselling in Southend,

I do have space available and if you'd like to see me and have a chance to talk

about these sorts of things you'd be more than welcome to get in touch with

me. It is all completely confidential and unless of course there's there's a risk

of something like harm to children so - you know and obviously we

can we can talk through that so you know the limits of confidentiality - if you

want to contact me via Facebook you're welcome to do so

obviously the conversations aren't shared with anybody else it's just me

that has access to my facebook page and we can talk a little bit if you'd like

to know more about it; but just in finishing as well I'd like to say I

talked a bit more about this on my blog thegoodenoughmum.com/blog

and that'll be coming out I think I'll finish it today and if you're on the

email list you'll be getting it tomorrow if all goes well - but please do

visit that that website and have a look at the

blogs because they expand a little bit on what I'm saying. So I can see

someone's just joined me I'm sorry I'm just about to finish but you can catch

me on the replay and thanks for joining me and I'll see you next week either on

Tuesday at 9:15 on the good enough mum business page or here at the talk2jo

business page at 9:15 on Thursdays and you're very welcome to join me then. Bye!

For more infomation >> The Roots of Low Self-Confidence - Duration: 13:39.

-------------------------------------------

The Power of Core Assets: Self Determination - Duration: 1:30.

Hi my name is Lauren Cresta and I've been with the organization for about a year now,

and today I want to share a little bit about self determination.

One of my girls, I've just really seen her grow a ton this past year because she's identified,

and she's showed self determination here, she's identified, "I'm a little bit aggressive

and sometimes I yell and shout and I really don't wanna do that," and so anyways we did

an activity and we made slime together and when we got done we were talking about "okay

what can we use this slime for" and she said, you know, to play with, and I said something else

and then she was like, "well, also I think I could really use this slime

for when I'm feeling really aggressive or angry towards my cousins and I'm determined," and she said

this word for word, "I'm determined to go to my room when I feel like that and I'm gonna play

with the slime and it's gonna help to calm me and calm my body" and, you know I thought,

I didn't think this would last very long and I thought she wouldn't be super interested

in doing that for more than one or two times but actually her self-determination has increased

and gotten so much better and it's because she's been so determined with this.

For more infomation >> The Power of Core Assets: Self Determination - Duration: 1:30.

-------------------------------------------

self driving - Duration: 1:45.

For more infomation >> self driving - Duration: 1:45.

-------------------------------------------

How to sort your pension when you're self-employed - Pensions 101 - Duration: 1:31.

Hi, welcome to Pensions 101, a series designed to help you make sense of pensions.

My name is Martin and today, we're going to talk about pensions for self-employed people.

Whilst the rise of workplace pensions means that 50% of people currently save into a workplace

pension scheme, only 18% of self-employed people do so.

As a self-employed person, it's also important to take care of your future.

Self-employed people can set up a personal pension or consolidate existing pensions,

and then pay into that pension from a personal or business bank account.

Now remember, paying in from a personal bank account brings you benefits such as tax top

up.

We've actually created some existing videos on this, which you can find links for in the

description box below.

If you own a limited company, you can also opt to pay from your business bank account.

The benefits of this are that you can save on corporation tax, National Insurance, and

dividend tax.

Always remember to assess your personal circumstances to decide which is the best option for you.

Good pension providers will allow you to make both one-off and regular contributions.

This is important for freelancers and the self-employed as it allows you to be flexible

with your payments.

Remember, pensions are investments which means the value of your pot can go down as well

as up over time.

Capital is always at risk.

Now make sure you check out our Pensions Explained Centre, which has heaps of information when

it comes to self-employed pensions - and pensions in general!

If you have any questions at all, pop them in the comments section below.

Please like this video, please share this video, please subscribe to PensionBee!

I'll see you later, bye.

For more infomation >> How to sort your pension when you're self-employed - Pensions 101 - Duration: 1:31.

-------------------------------------------

Kesha Pens Emotional Essay About Self Care Through The Holidays - Duration: 2:01.

Kesha Pens Emotional Essay About Self Care Through The Holidays

Kesha is speaking out to those who struggle with mental illness through the holiday season. In an emotional essay, published by Time magazine, the 30-year-old singer opened up about her own suffering and difficulty coping at this busy time of year.

"The holiday season is supposed to be the most festive and fun time of the year but sometimes it can quickly become a stressful and emotional time," she wrote.

But Kesha wants readers to know that they are not alone. "All those plans and expectations of joy can turn tougher than they sound," she added.

"This is especially true for those of us who struggle with mental illness — be it depression, anxiety, addiction or any other challenges.".

She continued: "Around the holidays, I often feel like I'm supposed to be everywhere, with everyone – all with the added guilt that it's the season of giving.

To fight this, I've developed a mantra: It's not selfish to take time for yourself. Take a walk in nature.

Talk to a friend you trust or a therapist. SIt out one of the holiday gatherings in favour of some personal time. Just do whatever helps you calm down and give you a break from the stress.".