Jen and wes relationship goals

True Story – Part of me wants to spare you the details. Part of me wants to tell you everything.

Power Rangers Time Force is a Power Rangers season that featured the fight between Though technically Jen is the leader of the team, as Red Ranger, Wes is . During this time, he develops a love relationship with Taylor Earhardt ( the Yellow Wild Force Ranger) after he had previously gave her a speeding ticket . John progressed to the A final, while Wes, Frank, Jen, and Jenny progressed been forming good relationships with the Gainesville Rowing community. . weight room goals, and got a few opportunities to share our rowing. This Pin was discovered by tina. Discover (and save!) your own Pins on Pinterest.

You will be constantly questioning, shifting, and building your career. Now this is where most speeches would go down the route of telling you all to go after your dreams! YOU might be the next Steve Jobs!

Some were never encouraged to think that way. What am I going to do with this degree and life?!? I knew I enjoyed it, I knew I was somewhat good at it. But passion is such a heavy word. And as a 21 year old, how could I really be sure? Be ambitious and enthusiastic in whatever you do. Always strive for more in and outside of your career.

Even strong enthusiasm toward something is a challenge for some, but can transform you life. It did mine, and brought me here. Whether it be real estate, or comics, dentistry, or fitness.

The worst thing you could do is live these next few years passively. So if you already know what your purpose is and what you love, understand that knowing is a gift! The 2nd thing is love and relationships. How much love dictates our lives. So bear with me, I just wanna share 3 quick thoughts about love. Your journey to find love is going to be challenging. Never ever feel like another person was what defined you or made you whole. YOU need to make sure you love yourself. Work on yourself, believe in yourself, and yes, treat yourself.

Attraction is, but making a relationship work takes choice. And you must be honest with yourself when it comes to the person you choose to be in a relationship with. This means understanding your emotions. Feelings are what give our lives texture, even sad feelings, so embrace the entire spectrum of emotions and learn from each experience. Learn what you qualities are important to you, and what angers you, and how to communicate better. It is not the purpose of this chapter to review and critique those definitions or to provide yet another new and more compelling definition of academic advising.

Readers who are interested in a review of advising definitions should access the National Academic Advising Association's listing at www. First, academic advising must be viewed as more than information giving for the purpose of selection and scheduling courses. To suggest, then, that giving information is the primary role of an academic advisor is to reduce the role of advisor to that of a clerk who makes sure that a student efficiently processes through a predetermined sequence of classes in a specified period of time to earn an academic credential.

Second, advising must be viewed as a process, not as an event or a series of events. Merriam-Webster's Online Dictionary defines process as "a natural phenomenon marked by gradual changes that lead toward a particular result" as well as "a series of actions or operations conducing to an end.

Advising is marked by gradual changes and a series of related actions that lead to the achievement of student educational goals.

jen and wes relationship goals

Third, advising must be characterized as a student-centered relationship. If advising is a process that involves more than information giving, then its Giving Advice that Makes a Difference I positive impact can be fully realized only in the context of the relationship between advisor and advisee. Although there are numerous ways to define the advising relationship, Crookston offered a set of l Odimensions that he described as characteristic of a quality advising relationship.

In his article "A Developmental View of Academic Advising as Teaching," Crookston built a strong case for this imperative by advocating for two basic assumptions. He suggested that higher education provided the vehicle through which students work toward a self-fulfilling life and that teaching includes all activities that contribute to that goal.

It is that part of teaching which stretches beyond instruction" p. Advising must be embedded in and central to the institutional mission.

There is an increasing emphasis in the regional accreditation process to demonstrate that student support programs such as academic advising are consistent with and supportive of the institution's mission.

List of Power Rangers Time Force characters

As Berdahl noted, "Advising Sixth, advising must function as the hub of support services for students. This final imperative can be realized only if each of the previous imperatives is achieved. Advising is unlike any other service or program on campus in that it provides students with a multifaceted, structured, and ongoing relationship with a concerned representative of the institution. Because of the unique nature of the advising relationship, there is a centrality to the function of advising.

Knowledgeable advisors are in a position to span boundaries and build networks with a full array of other support services on the campus. Advisor as Consumer Advocate Advisors assist students in making wise choices-making the best use of the appropriate institutional resources. Implicit in this statement is the notion that students are consumers rather than customers. The relationship with a customer is essentially adversarial. Customer service implies that the student is always right and that obvious and immediate student satisfaction should be the outcome of an advising transaction.

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Experienced advisors know that some advice may be provocative and seem, temporarily at least, wholly unsatisfactory to the student. Giving Advice that Makes a Difference I To be a consumer advocate, alternatively, is to challenge students to explore, stretch, and grow, which may not always result in their immediate satisfaction.

Advisor as Intervener Advising is not a passive activity. There may be times when it becomes apparent that a student's educational journey is heading in the wrong direction, is stalled, or is otherwise in jeopardy. Timely and assertive intervention can often spell the difference between success and failure in a class or an academic program. And, in some cases at least, a timely intervention can mediate the student's decision to withdraw from or not return to school.

Moreover, assertive advisor intervention provides an opportunity for the advisor to build trust by demonstrating concern for the student. Advisor as Orchestrator To orchestrate is to arrange or combine to achieve a desired or maximum effect. In a musical sense, an orchestrator is an individual whose knowledge of instrument ranges, tonal quality, sonorities, and timbre comes into play when arranging a piece of music.

Inherent in this analogy of advisor as orchestrator are two requisites: Their expectations for college life do not jibe with their experiences. Advisor as Dissonance Creator At first, it may seem that the advisor's role as dissonance creator contradicts his or her role as dissonance mediator.

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In reality, the true art of advising derives from recognizing when dissonance should be mediated and when it should be created. It is important for advisors to know when and how much to challenge students to probe more deeply or to reach for loftier goals. The role of the advisor, like that of classroom teacher, is to create a tolerable level of cognitive dissonance and provocative but benign disruption. Anything less is an abdication of the advisor's role as educator. Advisor as Boundary Spanner Every student is unique.

And although there is a temptation for advisors to generalize about the needs of all students, it is incumbent on advisors to assist students in designing a unique set of educational experiences that include the curriculum and the cocurriculum and a full range of student support services.

This requires knowledge of the variety of institutional and external resources that enable students to identify and reach their educational goals. Advisors must be able to span these institutional boundaries. Advisor as Bellwether Relationships with students put advisors in the unique position of knowing not only what curricula and institutional policies support students but also what curricula and policies may impede student learning and growth. A bellwether advisor is an individual who takes the lead in bringing issues to curriculum committees and policyrnaking bodies on campus.

By providing insight into the effect that program and policy decisions have or will have on students, the advisor becomes an advocate for student growth and learning. In addition, advisors can help students learn appropriate behavior norms for their particular institution.

For example, advisors can coach students on how best to approach faculty members about joining their research labs. Advisors also can help prepare students for their future careers by letting them know which of their behaviors will be appropriate in the workplace. This section focuses on the need for advisors to demonstrate a basic understanding of both the diversity of student needs and the stages of student engagement with the institution. Theories on how students develop abound. The literature also features theories about the manner in which attributes like gender, race, and sexual identity affect student development.

Although it is tempting to recommend that advisors become thoroughly grounded in each of these theories, the sheer number of theories makes that impractical. Nevertheless, it is essential that advisors have a basic understanding of the theoretical underpinnings of student development. Excellent summaries of the various theoretical perspectives can be found in Creamer and Associates ; Evans, Forney, and Guido-DiBrito ; Komives, Woodard, and Associates ; and Up craft The first subgroup is students in transition-that is, students who are integrating into college life.

Students in this subgroup must assimilate into new expectations and make personal meaning of their relationships with the institution, its academic programs, and its social environment. Among these groups are student athletes; honors students; students with disabilities; and gay, lesbian, bisexual, or transgender students.

Ender and Wilkie suggest that although advisors should be cautious about making generalizations about the needs of students in any of these groups, it is important that they understand that student-institution interactions may be significantly different for these students. They also suggest that these themes "be addressed within the context of a developmental advising relationship that is ongoing and purposeful, based in an interpersonal relationship, goal-oriented, and both challenging and supportive" pp, These are the students that Frost refers to as students in transition.

Their questions tend to be laden with insecurity: Have I chosen or will I choose the right major? Is this the right college for me, or should I be in college at all? Are policies and procedures really that important? Will I make new friends? An advisor working with students at the intake stage provides information, clarification, and support.

Habley posits that students who have achieved these intake outcomes should be ready to move on to the second stage: Mentors provide insights into the discipline and connections with the post-baccalaureate world and challenge students to explore, examine, and analyze critical issues both within the discipline and across disciplines. Second, Chickering suggests that there are three stages in the advisor-student relationship: He suggests that assisting students in transitioning to college and developing motivation for learning Moving In are the most critical responsibilities of advisors.

In the Moving Through stage, the advising relationship focuses on defining a major, optimizing learning, and developing mature relationships. The fourth and most comprehensive model for understanding student needs at various stages of institutional engagement is provided by Kramer His model includes advising needs of students from before their entry to college through graduate school.

For each of the academic levels, Kramer maps basic advising themes, a set of needs or educational tasks associated with each theme, and recommendations on the delivery of advising services. Advisors who make a difference view each student as a unique individual whose development, needs, attitudes, and values have been shaped by a variety of factors that fit no generalizations or stereotypes.

Such complexity lends further credence to the assertions made earlier: Advising makes a difference when it is viewed as a student-centered relationship. This section proposes one possible avenue for initially constructing viable and positive relationships with students.

There are many ways to succeed It is no better to be Picasso than to be Rembrandt, to be Mozart rather than Beethoven We each have something unique to offer. To develop it, to offer it clearly, fully, and powerfully-is to succeed.

Beethoven did not fail to become another Mozart; he succeeded at becoming Beethoven. Seen this way, success comes from developing your uniqueness. It is rare but not scarce. Everyone, potentially, can succeed. Arthur Chickering stated: The fundamental purpose of academic advising is to help students become effective agents for their own lifelong learning and personal development.

The AI framework is one that advisors can employ to help students recognize their potential and achieve their dreams. Bloom and Martin were the first to make the link between AI and academic advising. AI includes four stages: Bloom and Martin posit that for advisors to use AI successfully, they must first believe in the positive potential of each student who enters their offices.

The Discovery Phase The discovery phase is important because it gives advisors tools for building an initial rapport with students. A relationship of trust makes students more likely to be honest and forthcoming with the advisor. Students have amazing stories of accomplishments, triumphs over insurmountable odds, and examples of how they have positively impacted other people's lives.

jen and wes relationship goals

In fact, the opportunity to be inspired by students speaks to Crookston's assertion that both advisors and students learn and benefit from their interactions. How can advisors draw out these stories from students? The answer is through positive, open-ended questions like these: From whom do you think you learned these values?

This phase draws on the first two elements from O'Banion's work on the key components of academic advising: Today much of the information necessary for students to choose classes to fulfill degree requirements is available online. Specific questions advisors can use to probe students about these long-term goals include: Students' answers to the dream phase questions serve as the context for discussion of more specific steps to attain these goals in the design phase.

The advisor not only collaborates with the student to devise the concrete, incremental steps necessary to achieve goals but also directs the student to required resources.