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Personalized Educational Program

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Personalized Educational Program
During my 4 years here at Bridgewater College I have stuck to a major in health and exercise science with a minor, picked up sophomore year, in nutrition. From day one I have felt that this combination complemented each other in content and personal interest. My minor was not planned, but after taking Nutritional Concepts in Exercise Science (ES 249), I discovered a love and interest for learning about nutrition and what it can do for all types of people. Through my choices of major, minor, general education courses, and prerequisite courses for grad school, I feel I have developed a well-rounded educational tract that will prepare me for the outside world that I must integrate into. My future career goals are
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Keeping to a strict collegiate schedule of practices and nutrition I found an increased interest in these subjects furthering my interest in the major and minor. Furthermore, I have always been a compassionate person, with a goal to help people in any way. Add into this equation a love for science and learning about the human body, which leads to an almost perfect fit for the major I chose.
During the completion of my HES major I was required to take a nutritional concepts class which influenced greatly in my choice of minors. I picked up a nutrition and wellness minor in my sophomore year and had it mostly finished by my junior year. The classes I took for this minor were different for me because there were purely for personal interest. Accordingly, major I have chosen is based on my personal interest but also on practicality and the hiring rates in the field. Nutrition was a way for me to learn about something I was interested with no strings attached of future worry. I feel that after taking these courses, I not only think about my diet in a different way but I am also able to apply it to real world scenarios and people. This minor fit with my major very well covering
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This was a semester long project where we had to interview several children and do a number of tasks and tests to evaluate their levels of development.
“The last Piagetian task that Child 2 participated in was the moral task. It was very typical for him to have answered in a premoral mindset this task because his age places him in Piaget’s heteronomous stage. In this stage which starts right around four years of age, according to Piaget, children understand rules as the almighty, unchangeable laws of nature. They base most decisions on punishment and not on intentions.” (Artifact #4, Interview Final Paper, PSY 370)
This piece shows a greater development in writing pattern, as well as word choice and synthesis. The differences in my refection and comparison between the children in this project show a level of cognitive development and maturation that is not present at the beginning of my college career. The use of text information in this segment is used in a constructive way, explaining to the reader as if this was the first introduction to the topic they had experienced. Giving the “typical” or expected actions one would find in a child this age as well as keeping it easy to read and
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