PROJECT IN INTRO

TO PHILOSOPHY

As submitted by:

Cyd Khrista Ander

11-METIS
Personal Style
Some students who enter the University for the first time don't know what to make of
the university attire of guide.
Their initial (and Ill-considered) reaction is to regard it as Inconvenient imposition, or
worse, an encroachment on their freedoms of self-expression.
Over time, however, the students' appreciation of these guidelines for personal style
grows, particularly when they enter the professional world and realize that their
employers also impose their own standards for external appearance (which at times are
even more restrictive).
The fact is students may dress and carry themselves according to their personal
preferences as long as they are in accordance with the general standards of decency,
modesty, elegant and propriety set. By the university. Which are more consistent with
the professionals s Christian culture that it follows.
The university attire guide is simply a firm insistence on dressing appropriately as the
occasion demands: similar to the way it takes care of other external aspects of the
university life, UA&P asks the one's bearing be consistent with the do txt and purpose
of the activities that one needs to carry out-study and work. And don't just take our
word for it either. One only has to pay sufficient attention to recognized experts in
fashion- those whose timeless class defies passing trends- to realize that they are
basically saying the same thing thag we are; there are fundamental standards of style
premised on good taste, elegance, and the appropriate match between function and
form.
Social skill
Social skills refers to the interpersonal behaviors of an individual which makes it easier
for others to interact with him or her.
Actions commonly associated with social skill area friendly smile, eye contact, a
handshake saying "hello" with a warm tone of voice, asking "how are you?" With a
tone that communicates genuine interest, making an effort to listen to and understand
what the other person is saying, offering advice or suggestions in a manner that leaves
the other person free to take them up, and making to the other person laugh heartily and
wholesomely.

A few tips on dealing with others:

 Focus on the positive qualities of the other person.
 Intentionally look for reality-based positive attributes in others and let them
know that you think they have those positive attributes.
 Counter negative with positive.
 When dealing with negative behavior, start out by mentioning the person's
strengths that may help them overcome their weaknesses.
 Check twitch the other person every so often to see if you understand him or her,
and so that they know that you are "getting them". Try to make amends when
things go sour, even if you are not at fault.
Empathy
In this world of constant status updates and opportunities to connect, are we actually
growing further apart and caring less about each other? That's entirely up to us.
To avoid such a bleak future, we have to recognize the value of empathy and to
actively work on developing if in ourselves if we believe in the inherent dignity of each
human person, this our obligation. Developing empathy.
Empathy arises from the ability to put oneself in the place of others, to listen to them,
to find out the reasons for their conduct, and to understand their thoughts and feelings.
It is the skill of making another person feel understood and accepted.
It implies acceptance of others as human beings, even if you do not agree with their
views or motivations. It is expressed in the effort to understand the feelings, Thoughts
and motivation of others, without arguing, passing judgement, blaming, or criticizing
the other person.
Some steps in developing empathy are: Be aware of your own feelings and thoughts
(self-awareness is a prerequisite to empathy). Be genuinely interested in other people;
ask questions. Listen deeply, be attuned to non-verbal cues and listen to the underlying
messages behind the words.
Decision-making
Good decision- making is the ability to make the right decision at the right time, to
think before deciding, to count on the opinions of the right people, and to bear the
consequences.
While the obvious first concern is to reach a decision- and not to succumb to "analysis
paralysis" –the next concern is to make an effective one.
Peter Drucker, who is widely regarded as the father of modern management, offers
some advice. After studying the habits of successful CEOs, he observed that their
effectiveness came from following the same eight practices, regardless of personality,
temperament, or value system.
They asked: "what needs to be done?"
They asked: " what is right for the enterprise?" (In your case, you can ask: "what's good
for me?" Or "what's good for the group?")
They developed action plans
They took responsibility for decisions.
They took responsibility for communicating.
They were focused on opportunities rather than problems.
They ran productive meetings.
They thought and said "we" rather than "I" Drucker explains that the first two points
provided the knowledge they needed to make a decision.
The next four helped transform it into effective action, while the last two made sure the
entire organization owned the responsibility and felt accountable for it.
Teamwork
Much of the work you will have to accomplish in the university will be done in a
Team environment. Whether it's a class or group project, or playing for the varsity,
effective teamwork is an essential ingredient in order to achieve success-both in the
university and in the professional life that waits beyond it.
Nowadays, becoming a high performing student not only means developing
outstanding personal attributes; one should also learn how to become an excellent team
player, and if possible, a team manager.
Making teamwork work
1. Get the right people on the bus (and the wrong people off it.) in order to create
a high-performing team, leaders should make sure they have the " right people on
the bus." Unfortunately, we often end with members who burden the team
because of their poor work ethic, lack of responsibility and incompetence. Many
leaders do nothing about them for a variety of reasons: fear of hurting others'
feelings, a wrong sense of "pakikisama", among others. The end result of
tolerating these members, however, i.e. That the performance of the team in
often placed in grave jeopardy. How then should we manage them? John
Maxwell provides an answer: train them or trade them. Do everything to help
them improve, and if all else fails, remove them from the group, to that we add:
develop the habit of giving constructive feedback, to give other members timely
opportunities for self-correction.
2. Get the right people in the right seats. Team leaders should leverage their
members' strengths,and know where each one can add the most value. The idea
is to match function to capabilities, so that the individual members complement
each other.
Effort
First: have the "success-is-possible-for-me" mindset. The first thing a student needs to
do is to convince himself that superior academic performance is possible for him.
Indeed? Academic skills can be developed by anyone who is committed to exerting
constant effort.
No Royal road to success. A wide philosopher names Sophocles once said," Success is
dependent on effort. " High academic performance is possible, but achieving one to
develop the competencies needed to reach it- and competences can only be acquired by
habit, with effort.
"There is no Royal road to geometry," Archimedes once told a king who wishes to be
instructed on the subject. Work smarter: the "80/20 rule".
Of course, exerting a lot of effort does not automatically guarantee success. Thus,
instead of aimlessly expending your energy, identify the areas crucia to academic
success, and spend most of your time on these areas (for example, in studying for math
exams, spend less time reviewing your notes, and more time answering mock exams
and sample problems). To paraphrase the Pareto principle or 80/20 rule, you should
give due attention to the 20% of your study activities thag will likely produce 80% of
your desired results.
Initiative
Initiative as a behavior comes from the ability to behave entrepreneurially, to be self-
propelled, to drive forward the necessary changes forcefully and with a sense of
personal responsibility; to see the positive side of things, to have faith in one's own
abilities and face difficulties with enthusiasm; and from the ability to set high goals for
oneself and others and pursue them relentlessly.
Initiative is associated with voluntary behavior. A person who has initiative knows that
he is fee to do what he thinks ought to be done.
If someone has initiative, he feels efficacious: he knows that he can have an impact on
a situation, project or relationship, however complex or simple. Someone with initiative
has a "Kaya ko to!" attitude, fosters presence of mind, and looks for opportunities to
move forward, especially in the face of what may appear to be setbacks.
You don’t need to feel emotionally Motivated in order to behave with initiative even if
you feel reluctant. The supportive feelings come once you start seeing the results.
Communication
Communication is a two- way street: it involves both expression (either through
speaking and writing) and comprehension (either thought listening or reading).
Communication is one of the key competencies needed for success, both in one's
profession and even in day-to-day life.
When expressing yourself, always look out for the following: CONTENT. You must
have something to say (or write), and the willingness to say (or write) it.
This is the most Crucial of the five elements.
 GRAMMAR. SYNTAX AND MECHANICS. Observe the correct form In order
to clearly express the meaning of your ideas (I.e. The order of words in the
sentence, precise punctuation, and other grammatical rules).
 USAGE OF WORDS. Choose your words carefully so that your listener or
reader understands the intended message- both the explicit ideas and the subtle
nuances.
 DETAILS. Included enough details- not too many, not too few- to enable your
listener or reader to have complete picture of the intended message.
 COHERENCE or ORGANIZATION. Make sure that the ideas are presented to
the people logical sequence.
Stress management
Stress management is a skill that helps One perform optimally she the pressure of work
as Student and/ or the specific pressures of life accumulate and appear to be more than
One can handle.
Some Specific tips on handling stress:
1. Back a strong support group. Build a network of friends who can help you cope
positively, or confide in a parent or sibling. Keeping the lines of communication
open in the important in handling stressful situations.
2. Exercise, eat and sleep regularly. Stay healthy to cope with stress. Physical
activity is also known to relieve stress. Above all, it's always good to get enough
sleep.
3. Use coping techniques. Break a large Jon into smaller, more attainable tasks;
rehearse your response to situations that may cause stress before you actually
encounter them; identify stressors and think of ways to deal with them.
4. Actively find the benefit in any stressful situation.
5. Take perspective, express gratitude. Identify three to five things to be grateful
for daily (even the smallest things count). While stressful moments are
demoralizing and can make you feel the world is ending, you have surely gone
through many more uplifting moments. Be thankful for those.
6. Learn to take a break. Take healthy escapes from what is causing your stress.
Go out for a walk, listen to music, or do something different. Indulging in a
hobby also provides a stress-free respite.
7. Maintain a positive outlook on yourself. Decrease negative self-talk by
challenging with positive thinking. "My life will never get better can be
transformed into "I may feel hopeless now, but my life will get better if I work
at it and get help."
8. Write about it. Studies have shown that people who write about their emotions
tent to become calmer because they learn to accept these emotions more readily.
Reflection
Reflection is the ability to take a step back from what's immediate and apparent, and
reconsider it in the light of the broader picture.
This is a vital life skill. Not only is the Unexamined life not worth living, but it also
leads to superficial, whimsical, and often rash decisions and a whole lot of wasted time.
Constant reflection is the antidote to regret, which is usually prefaces with sights like " I
wish I could have..." Or "if only i had...".
The person who constantly "looks at himself at the mirror" is likely to be the one with
fewer regrets.
An examined and meaningful life requires that we look at the big picture- a long term
vision of how we want to live our life. Without a panoramic view, we tend to laps into
a kind of purposeless activism, I.e. Doing things without considering why we are doing
them. In his book "Good to be great," Jim Collins develops a helpful way of creating
one's personal vision statement that flows from the deep consideration of three
dimensions serves as your personal vision- an idealized state desired three, five or the
tears down the strategic road.
Time management
You can evaluate your activities by grouping them into the following quadrants: If you
are good manager of your time, you will:
focus on tasks that fall in quadrant 2.these are activities that deserve worry-free
attention and contribution most to the long-term achievement of your goals. Avoid
having to move activities from quadrant 2 to quadrant 1. Q1 activities require
immediate attention, but their quality is easily compromised, because you work under
pressure, with reduced possibility to correct errors. Deal with important things before
things become urgent. Don't get sidetracked by tasks in quadrant 3. Q3 activities are
often unforeseen of the planned agenda. You will have to learn how to get them under
control. Resist spending too much time on quadrant 4 activities. Usually, these
activities are easy to accomplish or are among those that you like doing. Laziness can
easily rule here, and end up with an activity that "expands to fit the time you allot for
it".

QUADRANT 1 QUADRANT 2

Important and urgent Important but not urgent

QUADRANT 3 QUADRANT 4

Not important but urgent Not important and not urgent