1. How much mental rest time are you giving yourself?

1. Do you have time for all of the things you like doing?

1. Do you have enough time to work on all of your classes?

1. Will school or other obligations compromise how much time you can commit to self-care?  Which areas of self-care can you not afford to compromise?

1. Does this schedule feature some activities that you will engage in every week this quarter?  Does it feature some activities that you will not engage in every week this quarter?  Does it represent a "typical" week?

1. How may self-care contribute to your success as a student?

-Chatgpt should be encouraged to be used at maximum capacity with the help of more effective and better asked questions.

Here’s a simple and delicious recipe for pan-seared pork chops:

### Pan-Seared Pork Chops

#### Ingredients:

- 2 bone-in or boneless pork chops (about 1 inch thick)

- Salt and pepper

- 1 tablespoon olive oil

- 1 tablespoon butter

- 2 cloves garlic, minced

- Fresh herbs (like thyme or rosemary), optional

- Lemon wedges, for serving

#### Instructions:

1. Prepare the Pork Chops:

- Take the pork chops out of the fridge and let them sit at room temperature for about 30 minutes. This helps them cook evenly.

- Pat the chops dry with paper towels and season generously with salt and pepper on both sides.

2. Heat the Pan:

- In a large skillet, heat the olive oil over medium-high heat until it shimmers.

3. Sear the Chops:

- Add the pork chops to the skillet. Don’t overcrowd the pan; cook in batches if necessary.

- Sear for about 4-5 minutes without moving them, until a nice golden-brown crust forms.

- Flip the chops and add the butter and minced garlic to the pan. If using herbs, add them now.

4. Baste and Finish Cooking:

- As the second side cooks (another 4-5 minutes), spoon the melted butter and garlic over the chops to baste them.

- Cook until the internal temperature reaches 145°F (63°C). Use a meat thermometer for accuracy.

5. Rest and Serve:

- Remove the chops from the skillet and let them rest for about 5 minutes before serving.

- Serve with lemon wedges and your favorite sides.

### Tips:

- For added flavor, marinate the chops in your favorite marinade for a few hours before cooking.

- Serve with roasted vegetables, mashed potatoes, or a fresh salad.

Enjoy your delicious pork chops!

OPTION 3:

A student uses Chat GPT to contribute to a Canvas discussion about the class’s weekly reading assignments.

In my opinion this isn't ethical as it simply just isn't their won work. Using Chat GPT to contribute to a Canvas discussion may save maybe 10 minutes of time but it just isn't worth the risk of getting caught. Canvas discussion require much less effort than most assignments so there is little reason I would think to use Chat GPT to complete them.

Reflection Questions:

1. My thoughts haven't changed because I think the uses of Chat GPT should only be to help yourself and others and not to cheat to get ahead of others.

2. Colleges should restrict the use of Chat GPT only using it to make creative assignments and make sure it can't be used to complete assignments.

3. I wouldn't think I would use Chat GPT in my classes, but just like googling stuff in general it would be to figure out a question.

1. I have the strongest connection with my status as the youngest child and it's very stable as i don't think I'll get another sibling. Mostly I feel connected with it while being with my family who I spend a lot of time with.

2. I draw strength and pride from my ethnicity as I have something I could stand for and identify with.

3. I would like to learn more about my religion as I don't know as much as I could.

4. My experience with socialization relates to my religion and ethnicity as I feel more connected with those similar to me and those are the most easily seen things.

5. Sometimes my body type makes me feel vulnerable but I'm trying to change that.

6. My hobbies should've been an identity category since they are an integral part of myself.

1. Related coursework and jobs

a. Organic Biochemistry (labs and lectures)

b. Volunteered at a community health clinic in Kenya

2. Passions and interests

a. Women’s and children’s health

b. Advocating for immigrant and low-income families

3. Relevant experiences

a. Parenting a toddler while attending college full-time

b. Bellevue College support group

4. Clubs, organizations, sports

a. BC’s Umoja Club (Intend to join)

b. Involved in a church-based women’s fellowship group

5. Technical expertise/skills

a. Microsoft Office (Word, Excel, PowerPoint)

b. Research skills from academic writing and sociology projects

6. Personal background and culture

a. East African immigrant; fluent in Swahili and English

b. Strong cultural emphasis on community, respect for elders, and perseverance

7. Creative expression

a. Writes personal reflections and faith-based poetry

b. Enjoys making visual presentations with thoughtful design elements

8. Team and project skills

a. Strong at active listening and making others feel heard in group work

b. Can manage deadlines and keep tasks organized (especially under pressure)

Three growth areas

               1.           Evidence-based writing with stronger citations

               2.           Becoming more confident in speaking up in group discussions

               3.           Developing better time management to balance parenting and studies

1. Related coursework and jobs

a. Organic Biochemistry (labs and lectures)

b. Volunteered at a community health clinic in Kenya

2. Passions and interests

a. Women’s and children’s health

b. Advocating for immigrant and low-income families

3. Relevant experiences

a. Parenting a toddler while attending college full-time

b. Bellevue College support group

4. Clubs, organizations, sports

a. BC’s Umoja Club (Intend to join)

b. Involved in a church-based women’s fellowship group

5. Technical expertise/skills

a. Microsoft Office (Word, Excel, PowerPoint)

b. Research skills from academic writing and sociology projects

6. Personal background and culture

a. East African immigrant; fluent in Swahili and English

b. Strong cultural emphasis on community, respect for elders, and perseverance

7. Creative expression

a. Writes personal reflections and faith-based poetry

b. Enjoys making visual presentations with thoughtful design elements

8. Team and project skills

a. Strong at active listening and making others feel heard in group work

b. Can manage deadlines and keep tasks organized (especially under pressure)

Three growth areas

               1.           Evidence-based writing with stronger citations

               2.           Becoming more confident in speaking up in group discussions

               3.           Developing better time management to balance parenting and studies

Step 1: Behavior Identification

               1.           Abusive

               2.           Abusive

               3.           Abusive

               4.           Toxic

               5.           Healthy

               6.           Abusive

               7.           Toxic

               8.           Abusive

Step 2: Reflection on Two Behaviors

1. Says you always need to have your location on so they know where you are, is Abusive

This is abusive to me because being in a relationship doesn’t mean giving up your personal freedom. If someone always needs to track where I am, that shows they don’t trust me, and that’s not healthy. It’s different if we’re checking in for safety or just to meet up, but demanding my location all the time feels more like control than care. A partner should believe me when I say where I am, not try to monitor me like I’m doing something wrong.

6. Wants you to have sex with them to prove your love is Abusive

This is a serious red flag. No one should feel pressured to have sex just to “prove” something. If someone truly loves you, they will respect your boundaries and understand your decisions. Using sex to test or guilt someone into proving love is manipulation. It’s not about love, it’s about control. Love and respect go hand in hand, and forcing or pushing someone into sex takes away both.