grade 3 assignment 2020

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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Life Orientation Grade 11 Term 3 Project Risk Behaviour Memorandum pdf

Life Orientation Grade 11 Term 3 Project Risk Behaviour Memorandum 2024

Are you looking for a Memorandums of Life Orientation Grade 11 Project – Risk Behaviour Memorandum for 2024?

Define the term unhealthy lifestyle choices and state three ways in which unhealthy lifestyle choices could negatively impact a Grade 11 learner’s ability to succeed in school.

Unhealthy lifestyle choices refer to behaviors and habits that negatively affect an individual’s health and well-being. These can include poor dietary habits, lack of physical activity, substance abuse, and inadequate sleep.

Three ways in which unhealthy lifestyle choices could negatively impact a Grade 11 learner’s ability to succeed in school are:

• Poor Academic Performance : Unhealthy eating habits, such as consuming junk food and sugary drinks, can lead to lack of concentration and fatigue. This can result in poor academic performance, as the learner may struggle to focus during classes and while studying.
• Increased Absenteeism : Substance abuse, such as alcohol or drug use, can lead to frequent illnesses and health issues. According to the South African National Youth Risk Behaviour Survey , learners who engage in substance abuse are more likely to miss school due to health-related problems, leading to increased absenteeism and falling behind in their studies.
• Mental Health Issues : Lack of physical activity and poor sleep patterns can contribute to mental health issues such as depression and anxiety. These conditions can severely impact a learner’s ability to engage in school activities, participate in class, and maintain good relationships with peers and teachers.

Note to Life Orientation Grade 11 learners: When answering questions about unhealthy lifestyle choices, ensure you link the choices directly to specific negative outcomes. Use relevant examples and stats to illustrate your points.

What is meant by the term “competencies” in the context of choosing a career and describe why it is important for grade 11 learners to develop the needed career competencies while in school.

In the context of choosing a career, competencies refer to a combination of skills, knowledge, and abilities that are essential for successfully performing job tasks. These can include technical skills, communication abilities, problem-solving skills, and emotional intelligence.

Developing the needed career competencies while in school is important for Grade 11 learners for several reasons:

• Enhanced Employability : By developing competencies early on, learners can increase their employability. For instance, proficiency in computer skills or effective communication can make a learner more attractive to potential employers. The South African Department of Labour highlights the importance of having a skill set that matches industry needs.
• Career Readiness : Building competencies helps learners prepare for the demands of their future careers. For example, understanding the basics of project management can be beneficial for those interested in business careers. Schools often offer programs and workshops, like the Career Development Services provided by the Department of Higher Education and Training , to help students build these competencies.

Note to Life Orientation Grade 11 learners: When discussing career competencies, provide clear examples of specific skills and explain their relevance to future job opportunities. Mentioning local programs and initiatives can add value to your answer.

Using your own words, explain what is meant by youth risky behavior.

Youth risky behavior refers to actions taken by young individuals that can potentially harm their health, well-being, or future prospects. These behaviors often involve a disregard for personal safety or societal norms and can include activities such as substance abuse, unsafe sexual practices, and reckless driving.

Note to Life Orientation Grade 11 learners: When explaining youth risky behavior, use straightforward language and give examples that are relatable to your peers. Focus on the potential negative outcomes to underscore the seriousness of these behaviors.

Mention and describe two types of youth risky behavior.

Two types of youth risky behavior are:

• Substance Abuse : This involves the use of alcohol, drugs, or other substances in a way that is harmful to oneself. For example, binge drinking at parties can lead to addiction, health problems, and impaired judgment, increasing the likelihood of accidents and poor decision-making.
• Unsafe Sexual Practices : Engaging in sexual activities without proper protection or consent can result in sexually transmitted infections (STIs) and unintended pregnancies. This type of risky behavior can significantly affect a young person’s physical and emotional health, as well as their future opportunities.

Note to Life Orientation Grade 11 learners: When describing types of risky behavior, ensure you provide specific examples and explain the potential consequences. This will make your answer more impactful and relevant.

Explain two contributing factors to the above risky behaviors.

Two contributing factors to youth risky behaviors are:

• Peer Pressure : Many young people engage in risky behaviors due to the influence of their peers. The desire to fit in and be accepted can lead to experimenting with substances or engaging in unsafe sexual practices. According to the National Youth Risk Behaviour Survey , peer pressure is a significant factor in the prevalence of risky behaviors among South African youth.
• Lack of Education and Awareness : A lack of proper education and awareness about the consequences of risky behaviors can contribute to their occurrence. For instance, not understanding the dangers of drug use or the importance of safe sex practices can lead to poor choices.

Note to Life Orientation Grade 11 learners: When explaining contributing factors, relate them to real-life situations and use statistics to support your points. This approach will help you create a comprehensive and convincing argument.

Critically discuss two ways in which engaging in risky behavior such as alcohol abuse could affect the youth’s attempt to live healthy personal lives.

Engaging in risky behavior such as alcohol abuse can severely affect a youth’s attempt to live a healthy personal life in the following ways:

• Physical Health Deterioration : Alcohol abuse can lead to serious health problems such as liver disease, cardiovascular issues, and brain damage. The World Health Organization reports that excessive alcohol consumption is a leading cause of preventable diseases and deaths worldwide. For a young person, these health issues can reduce their quality of life and limit their ability to participate in everyday activities.
• Mental Health Issues : Regular alcohol abuse is often linked to mental health disorders such as depression and anxiety. These conditions can hinder a young person’s ability to maintain healthy relationships, perform well academically, and achieve their life goals. The South African Depression and Anxiety Group (SADAG) notes that substance abuse is a major factor in the increasing rates of mental health issues among the youth in South Africa.

Note to Life Orientation Grade 11 learners: When critically discussing the effects of risky behaviors, use detailed explanations and relevant data. Highlight both immediate and long-term impacts to show a thorough understanding of the topic.

Define the term substance abuse.

Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs. It involves the consumption of these substances in a manner that is detrimental to one’s health, social life, and daily functioning.

Note to Life Orientation Grade 11 learners: When defining terms, keep your explanation clear and concise. Use language that is easy to understand and relevant to your peers’ experiences.

State two factors that may contribute to young people abusing substances.

Two factors that may contribute to young people abusing substances are:

• Peer Pressure : Young individuals often feel a strong need to fit in with their peers. When friends or classmates engage in substance abuse, the pressure to conform can lead others to try substances as well. This desire for acceptance can overpower their awareness of the risks involved.
• Stress and Coping Mechanisms : Adolescents facing high levels of stress, whether from academic pressures, family issues, or personal challenges, may turn to substances as a way to cope. Substance use might seem like a temporary escape from their problems, leading to potential abuse.

Note to Life Orientation Grade 11 learners: When stating factors, explain how each one specifically influences the behavior. Use relatable scenarios to strengthen your answer.

Describe how being exposed to high prevalent rates of substance abuse could negatively impact social life in communities.

Being exposed to high prevalent rates of substance abuse can significantly negatively impact social life in communities. Substance abuse often leads to increased crime rates, as individuals under the influence may engage in illegal activities to sustain their addiction. This rise in crime creates an unsafe environment, fostering fear and distrust among community members.

Additionally, substance abuse can break down family structures and social networks. When parents or guardians are addicted, children may face neglect or abuse, leading to a cycle of substance abuse across generations. Community cohesion is weakened as relationships deteriorate and social support systems crumble.

Note to Life Orientation Grade 11 learners: When describing impacts, link them to specific community aspects and provide examples. Highlight both immediate and long-term consequences for a comprehensive answer.

Explain how substance abuse could negatively impact young people’s physical wellbeing.

Substance abuse can severely impact young people’s physical wellbeing in various ways. Prolonged use of drugs and alcohol can lead to chronic health issues such as liver damage, cardiovascular diseases, and respiratory problems. For instance, the regular consumption of alcohol can result in liver cirrhosis, a life-threatening condition that affects the liver’s ability to function properly.

Moreover, substance abuse can impair the immune system, making young individuals more susceptible to infections and diseases. Drug use, particularly through injection, increases the risk of contracting bloodborne diseases such as HIV and Hepatitis. These health problems can significantly reduce the quality of life and increase healthcare costs for the affected individuals and their families.

Note to Life Orientation Grade 11 learners: When explaining impacts, focus on specific health issues and use relevant examples. This will make your answer more detailed and informative.

Discuss two ways in which drug abuse could negatively impact the ability of young people to effectively pursue their future careers.

Drug abuse can negatively impact the ability of young people to effectively pursue their future careers in the following ways:

• Impaired Cognitive Functioning : Drug abuse can damage the brain, leading to impaired cognitive abilities such as memory, attention, and decision-making skills. This cognitive decline can affect academic performance, making it difficult for young individuals to complete their education and acquire the necessary qualifications for their desired careers.
• Workplace Issues : Even if young individuals manage to secure employment, ongoing drug abuse can lead to poor job performance, frequent absenteeism, and strained relationships with colleagues and supervisors. This can result in job loss and tarnished professional reputations, hindering career progression and opportunities.

Note to Life Orientation Grade 11 learners: When discussing career impacts, provide specific examples of how drug abuse can affect job performance and employability. Use real-life scenarios to illustrate your points.

State five critical factors that may contribute to young people deciding to engage in risky behaviors.

Five critical factors that may contribute to young people deciding to engage in risky behaviors are:

• Peer Pressure : The influence of friends and peers can strongly encourage risky behavior as young people seek acceptance and validation within their social groups.
• Lack of Parental Guidance : Absence of supervision and guidance from parents or guardians can leave young people without the necessary support to make safe choices.
• Media Influence : Exposure to media that glamorizes risky behaviors can lead young people to mimic such actions, believing them to be desirable or without serious consequences.
• Low Self-Esteem : Individuals with low self-esteem may engage in risky behaviors to gain confidence, attention, or a sense of belonging.
• Curiosity and Experimentation : Natural curiosity and the desire to experience new things can drive young people to experiment with behaviors that are dangerous or harmful.

Note to Life Orientation Grade 11 learners: When stating factors, explain how each one influences risky behavior. Use real-life examples to make your answer more relatable.

Describe one way in which considering healthy lifestyle choices may persuade young people not to engage in risky behavior.

Considering healthy lifestyle choices can persuade young people not to engage in risky behavior by highlighting the benefits of maintaining good health and well-being. For instance, participating in sports and physical activities can provide a positive outlet for energy and stress, promoting physical fitness and mental health. Engaging in these activities can foster a sense of achievement, boost self-esteem, and create a supportive community, reducing the appeal of risky behaviors such as substance abuse or unsafe sexual practices.

Note to Life Orientation Grade 11 learners: When describing the influence of healthy choices, focus on specific benefits and provide examples. Highlight how these choices lead to positive outcomes.

Discuss four contributing factors that may lead to an increase of learners abusing substances in schools.

Four contributing factors that may lead to an increase of learners abusing substances in schools are:

• Accessibility : Easy access to drugs and alcohol can significantly increase substance abuse among learners. In some communities, substances are readily available, making it easier for students to obtain them.
• Stress and Academic Pressure : High levels of stress and pressure to perform academically can lead students to use substances as a coping mechanism. The competitive nature of school environments can exacerbate this issue.
• Lack of Awareness : Insufficient education about the dangers of substance abuse can leave students unaware of the severe consequences. Without proper knowledge, they may underestimate the risks involved.
• Family Issues : Dysfunctional family environments, such as those involving domestic violence or substance abuse by parents, can contribute to learners turning to substances as an escape or coping strategy.

Note to Life Orientation Grade 11 learners: When discussing contributing factors, provide detailed explanations and relevant examples. Use statistics or studies to support your points where possible.

Carefully examine the impact of drug addiction on emotional and physical spheres.

Drug addiction has profound impacts on both the emotional and physical spheres of an individual’s life:

Emotional Impact : Drug addiction can lead to severe emotional and mental health issues. Addicts often experience anxiety, depression, and mood swings, which can strain relationships with family and friends. The South African Depression and Anxiety Group (SADAG) highlights that substance abuse is a significant factor in the rise of mental health issues among youth. Feelings of guilt, shame, and hopelessness are common, further exacerbating emotional distress.

Physical Impact : The physical effects of drug addiction are equally devastating. Long-term use can lead to chronic health conditions such as heart disease, liver damage, and respiratory problems. For instance, regular use of methamphetamine can cause severe dental problems, skin sores, and weight loss. The physical toll can reduce overall life expectancy and significantly impair daily functioning.

Note to Life Orientation Grade 11 learners: When examining impacts, detail both emotional and physical consequences. Use specific health conditions and mental health issues as examples to illustrate the severity of drug addiction.

Discuss external factors that impact negatively on your lifestyle choices, namely: unsafe road use.

External factors like unsafe road use can negatively impact lifestyle choices by increasing the risk of accidents and injuries. Reckless driving, speeding, and not wearing seat belts are common behaviors that contribute to road accidents. According to the Road Traffic Management Corporation (RTMC) , South Africa has one of the highest road accident rates globally, with thousands of fatalities each year.

Unsafe road use can lead to severe injuries, disabilities, or even death, which can drastically alter one’s lifestyle. Survivors of road accidents may face long-term physical rehabilitation and psychological trauma, affecting their ability to participate in daily activities, work, and social interactions.

Note to Life Orientation Grade 11 learners: When discussing external factors, provide statistics and real-life examples. Explain how these factors specifically alter lifestyle choices and the long-term consequences involved.

Investigate the influence of self-esteem and teenagers participating in risky behavior.

Self-esteem significantly influences whether teenagers participate in risky behavior. Teenagers with low self-esteem may engage in risky behaviors such as substance abuse, unsafe sexual practices, and delinquency to gain acceptance or boost their confidence. The South African Depression and Anxiety Group (SADAG) reports that teenagers with low self-esteem are more susceptible to peer pressure and are likely to seek validation through risky actions.

Conversely, teenagers with high self-esteem are more likely to make positive lifestyle choices and resist peer pressure. They are generally more confident in their decisions and have a better understanding of the consequences of risky behaviors. Programs that promote self-esteem, such as life skills workshops in schools, can help reduce the incidence of risky behaviors among teenagers.

Note to Life Orientation Grade 11 learners: When investigating the influence of self-esteem, provide examples of how different levels of self-esteem affect behavior. Use studies or reports to support your findings.

What is anorexia?

Anorexia , or anorexia nervosa, is an eating disorder characterized by an intense fear of gaining weight and a distorted body image, leading to restricted food intake and excessive weight loss. Individuals with anorexia often see themselves as overweight even when they are underweight, and they may engage in extreme dieting, excessive exercise, or other behaviors to lose weight.

Note to Life Orientation Grade 11 learners: When defining terms, provide clear and concise explanations. Include key characteristics and behaviors associated with the condition to ensure a comprehensive understanding.

Suggest ways in which anorexia can be prevented among adolescents.

Preventing anorexia among adolescents involves a multi-faceted approach focusing on education, support, and early intervention. Here are some effective strategies:

• Promote Healthy Body Image : Schools and communities should implement programs that encourage a positive body image and self-esteem. Campaigns and workshops can address the unrealistic beauty standards perpetuated by media and social media. For example, the Body Positive Movement promotes acceptance and appreciation of all body types.
• Education and Awareness : Educating adolescents, parents, and teachers about the signs and dangers of eating disorders is crucial. Early intervention can prevent the development of anorexia. Schools can include information about eating disorders in their health education curriculum.

Note to Life Orientation Grade 11 learners: When suggesting prevention methods, highlight specific programs and initiatives. Emphasize the importance of early intervention and education in your answers.

Assess the value of positive role models on one’s behavior.

Positive role models can have a profound impact on an individual’s behavior, especially during adolescence.

• Guidance and Inspiration : Positive role models provide guidance and inspiration, demonstrating healthy behaviors and attitudes. Adolescents who look up to role models like successful athletes, community leaders, or family members are more likely to adopt positive habits. For instance, seeing a role model prioritize education and hard work can motivate learners to focus on their studies.
• Building Confidence and Resilience : Positive role models can help build confidence and resilience in young people. By overcoming challenges and achieving their goals, role models show that it is possible to succeed despite obstacles. This can encourage adolescents to persevere in their own pursuits, fostering a growth mindset.

Note to Life Orientation Grade 11 learners: When assessing the value of role models, use specific examples of how role models influence behavior. Highlight the traits and actions of role models that positively affect young people.

Recommend two practical strategies that could be implemented by the community to ensure that the anti-substance abuse campaigns are effective.

• Community Education Programs : Implementing comprehensive education programs that inform both young people and their families about the dangers of substance abuse can be very effective. These programs should include workshops, seminars, and informational materials that highlight the long-term consequences of substance use. Collaboration with local schools, healthcare providers, and law enforcement can enhance the reach and impact of these programs.
• Support and Counseling Services : Providing accessible support and counseling services for those at risk of or currently struggling with substance abuse is essential. Establishing community centers where individuals can receive free or low-cost counseling, support groups, and rehabilitation services can make a significant difference. The involvement of trained professionals and volunteers can help address the underlying issues leading to substance abuse.

Note to Life Orientation Grade 11 learners: When recommending strategies, focus on community-based initiatives and explain how these can directly address substance abuse issues. Use examples of successful programs if possible.

State four benefits of the youth participation in community anti-substance abuse campaigns.

• Increased Awareness : Youth participation in anti-substance abuse campaigns helps spread awareness among peers. When young people lead initiatives, their messages resonate more with their age group, effectively educating others about the risks of substance abuse.
• Leadership Development : Involvement in such campaigns helps youth develop leadership skills. Organizing events, speaking publicly, and coordinating with community members enhance their ability to lead and take initiative.
• Peer Support Networks : Participating in these campaigns fosters a sense of community and peer support. Youth can build networks of support, helping each other stay accountable and avoid substance abuse.
• Positive Behavioral Change : Engaging in community service and activism can lead to positive behavioral changes. Youth involved in these campaigns are more likely to make healthy choices and influence their peers to do the same.

Note to Life Orientation Grade 11 learners: When stating benefits, provide specific examples of how participation impacts both the individual and the community. Highlight the importance of peer influence and leadership skills.

Evaluate the impact of risky behavior on your personal expectations in relation to the career you want to follow.

Engaging in risky behavior can have a detrimental impact on personal expectations and career aspirations.

• Academic Setbacks : Risky behaviors such as substance abuse, unsafe sexual practices, and delinquency can lead to academic setbacks. Poor grades, frequent absenteeism, and disciplinary issues can hinder the ability to gain the necessary qualifications for a desired career. For example, a student who frequently skips school to engage in risky behavior may struggle to meet the academic requirements for university admission.
• Professional Reputation : Risky behaviors can also tarnish one’s professional reputation before a career even begins. Criminal records or a history of substance abuse can limit job opportunities and affect professional relationships. Employers often conduct background checks, and a history of risky behavior can be a significant disadvantage in securing employment.

Note to Life Orientation Grade 11 learners: When evaluating the impact of risky behavior, relate it to specific career goals and expectations. Use examples to illustrate how such behaviors can hinder academic and professional success.

State three examples of unsafe attitudes that could cause Grade 11 learners to make risky decisions.

• Invincibility Mindset : Believing that they are invincible and that nothing bad will happen to them can lead learners to engage in risky behaviors, such as experimenting with drugs or driving recklessly.
• Rebellion Against Authority : An attitude of defiance and rebellion against parents, teachers, or societal norms can push learners to make unsafe decisions as a form of resistance or to assert their independence.
• Desire for Instant Gratification : Prioritizing immediate pleasure or excitement over long-term consequences can lead learners to make impulsive decisions, such as participating in unsafe sexual activities or substance abuse.

Note to Life Orientation Grade 11 learners: When stating examples, clearly link attitudes to specific risky behaviors. Explain how these attitudes can lead to negative outcomes.

Describe one socio-economic factor associated with poverty that could make it difficult for Grade 11 learners to make healthy nutritional choices.

One socio-economic factor associated with poverty that could make it difficult for Grade 11 learners to make healthy nutritional choices is limited access to affordable, nutritious food . In low-income communities, healthy food options such as fruits, vegetables, and lean proteins are often more expensive and less accessible than processed and fast foods. Families with limited financial resources may prioritize cheaper, calorie-dense foods to stretch their budgets, leading to poor nutrition.

Note to Life Orientation Grade 11 learners: When describing socio-economic factors, provide specific examples of how these factors affect daily choices. Highlight the impact on health and well-being.

Explain why Grade 11 learners might give in to peer pressure, even though they know it is risky.

Grade 11 learners might give in to peer pressure despite knowing it is risky due to the strong desire for social acceptance and fear of rejection. Adolescence is a critical period for social development, and fitting in with peers can feel more important than personal safety or long-term consequences. The influence of friends who engage in risky behaviors can make it challenging for learners to resist, especially if they want to maintain their social standing or avoid being ostracized.

Additionally, the lack of self-confidence and assertiveness can make it difficult for learners to stand up against peer pressure. They may worry about being judged or ridiculed for not conforming to group norms, leading them to engage in risky behaviors to avoid negative social repercussions.

Note to Life Orientation Grade 11 learners: When explaining reasons for giving in to peer pressure, use relatable scenarios and emphasize the psychological aspects of social acceptance. Discuss strategies for resisting peer pressure effectively.

Mention five negative effects that an unplanned teenage pregnancy could have on a Grade 11 learner’s future career goals.

• Interrupted Education : An unplanned pregnancy can lead to dropping out of school, delaying or even ending the pursuit of academic qualifications necessary for future career goals.
• Financial Strain : Raising a child requires significant financial resources, which can limit the ability to invest in education or career development.
• Limited Career Opportunities : Balancing the responsibilities of parenthood with work or further education can be challenging, leading to limited career advancement and opportunities.
• Social Stigma : Teenage parents often face social stigma and discrimination, which can affect their self-esteem and professional relationships.
• Health Issues : Pregnancy and childbirth can have health implications for the young mother, potentially impacting her ability to work or study effectively.

Note to Life Orientation Grade 11 learners: When discussing the effects of unplanned teenage pregnancy, focus on specific challenges and their impact on career goals. Provide examples to illustrate how these challenges can affect long-term aspirations.

Describe ways in which Grade 11 learners could be psychologically traumatized by road accidents caused by their own irresponsible road use.

Grade 11 learners could be psychologically traumatized by road accidents caused by their own irresponsible road use in several ways:

• Guilt and Shame : Knowing that their actions led to an accident can cause intense feelings of guilt and shame. This self-blame can be overwhelming and affect their self-esteem and mental health. For example, a learner who caused a crash due to speeding may constantly replay the incident in their mind, struggling with the thought that they could have prevented it.
• Fear and Anxiety : Experiencing a traumatic road accident can lead to ongoing fear and anxiety, particularly related to driving or riding in vehicles. This can manifest as post-traumatic stress disorder (PTSD), where the learner might have flashbacks, nightmares, and severe anxiety whenever they are reminded of the accident.

Note to Life Orientation Grade 11 learners: When describing psychological trauma, focus on specific emotional and mental health impacts. Provide examples to illustrate the long-term effects of such incidents.

Explain ways in which psychological ill-health caused by an unbalanced lifestyle could make it difficult for individuals to maintain high levels of hygiene.

Psychological ill-health caused by an unbalanced lifestyle can make it difficult for individuals to maintain high levels of hygiene in several ways:

• Lack of Motivation and Energy : Mental health issues such as depression and anxiety can lead to a lack of motivation and energy, making everyday tasks like personal hygiene feel overwhelming. For instance, a person suffering from depression may find it challenging to muster the energy to take regular showers or brush their teeth.
• Cognitive Impairment : Mental health conditions can affect cognitive functioning, leading to forgetfulness or confusion. Individuals might forget to perform basic hygiene tasks or may not recognize the importance of these routines due to their impaired mental state.

Note to Life Orientation Grade 11 learners: When explaining the impact of psychological ill-health, provide detailed examples of how specific conditions affect daily life. Highlight the connection between mental health and physical hygiene practices.

Evaluate the impact of teenage suicide on your family and community at large.

The impact of teenage suicide on a family and community can be profound and far-reaching:

• Emotional Devastation : For the family, the loss of a teenager to suicide brings immense grief, guilt, and confusion. Parents and siblings may struggle with feelings of failure and profound sadness, questioning what they could have done differently to prevent the tragedy. This emotional devastation can disrupt family dynamics and lead to long-term psychological issues.
• Community Shock and Stigma : In the broader community, a teenage suicide can create a ripple effect of shock, sadness, and even fear. Friends, classmates, and neighbors may feel the loss deeply, leading to a collective mourning period. Additionally, there may be stigma attached to suicide, which can hinder open discussions and support for mental health, perpetuating a cycle of silence and misunderstanding.

Note to Life Orientation Grade 11 learners: When evaluating impacts, discuss both the immediate and long-term effects on both the family and the community. Use specific examples to illustrate the depth of the impact.

State five benefits of educating teenagers about teenage suicides.

• Awareness and Understanding : Educating teenagers about suicide helps increase awareness and understanding of the signs and risk factors, enabling them to recognize when someone may be in distress.
• Prevention Skills : Providing information on how to seek help and support can equip teenagers with the skills to prevent suicide, either for themselves or their peers.
• Reducing Stigma : Education helps to reduce the stigma associated with mental health issues and suicide, encouraging open discussions and a more supportive environment.
• Empathy and Compassion : Learning about the emotional struggles that can lead to suicide fosters empathy and compassion among teenagers, promoting a more caring and supportive community.
• Resilience Building : Understanding the challenges and developing coping strategies can help teenagers build resilience and better handle life’s stresses and pressures.

Note to Life Orientation Grade 11 learners: When stating benefits, explain how each one contributes to the overall goal of reducing teenage suicides. Use specific examples to highlight the importance of education.

Critically discuss roles played by the government in combating teenage suicide.

The government plays several critical roles in combating teenage suicide:

• Policy Development and Implementation : Governments are responsible for creating and enforcing policies that promote mental health and suicide prevention. This includes funding mental health services, establishing crisis intervention programs, and integrating mental health education into school curriculums. For instance, the South African National Department of Health has initiatives aimed at improving mental health services and accessibility.
• Public Awareness Campaigns : Governments often launch public awareness campaigns to educate the public about the signs of suicide and how to seek help. These campaigns aim to reduce stigma and encourage individuals to talk about their mental health struggles. The South African Depression and Anxiety Group (SADAG) collaborates with government bodies to run such campaigns.

Note to Life Orientation Grade 11 learners: When discussing government roles, provide specific examples of policies and initiatives. Highlight the impact of these measures on reducing teenage suicide rates.

Suggest five practical solutions to address teenage suicide.

• Implement School-Based Mental Health Programs : Schools should have dedicated mental health programs that include regular screenings, counseling services, and mental health education. These programs can help identify at-risk students and provide them with the support they need.
• Increase Access to Mental Health Services : Improving access to mental health services, including hotlines, online counseling, and community clinics, ensures that teenagers have multiple avenues to seek help.
• Promote Peer Support Networks : Establishing peer support networks within schools and communities can provide teenagers with a safe space to share their struggles and receive support from their peers.
• Parental Education Programs : Educating parents about the signs of suicide and how to support their children can help create a supportive home environment. Workshops and informational materials can be used to equip parents with the necessary skills.
• Media and Social Media Guidelines : Developing guidelines for media and social media platforms on how to responsibly report and discuss suicide can help prevent the spread of harmful content and encourage positive messaging around mental health.

Note to Life Orientation Grade 11 learners: When suggesting solutions, provide detailed explanations and examples of how each solution can be implemented. Highlight the importance of a multi-faceted approach.

Design a poster on one of the practical solutions to address teenage suicide.

Since I can’t create images directly here, I’ll describe the elements for a poster promoting peer support networks to address teenage suicide:

• Title : “You Are Not Alone: Join Our Peer Support Network”
• Visuals : Images of diverse groups of teenagers interacting positively, showing empathy and support.
• Main Message : “Connecting with peers can make a difference. Join our peer support network and find a safe space to share your thoughts and feelings.”
• Details : Information about meeting times, locations, and how to join. Include a helpline number and website for more resources.
• Quotes/Testimonies : Add a few positive testimonies from teenagers who have benefited from the network.

Note to Life Orientation Grade 11 learners: When designing a poster, make sure it’s visually appealing and easy to read. Include clear, supportive messages and practical information on how to get involved.

Give suggestions on how community members could put pressure on the government to address the issues associated with youth risky behavior.

• Organize Community Meetings and Forums : Community members can hold regular meetings to discuss the prevalence of youth risky behavior and develop collective action plans. Inviting local government officials to these meetings can ensure that the concerns are heard directly.
• Petitions and Campaigns : Launching petitions and awareness campaigns can draw attention to the issue. Collecting signatures and presenting them to government representatives can demonstrate the community’s unified demand for action.
• Collaborate with NGOs : Partnering with non-governmental organizations that focus on youth and mental health can amplify the community’s voice. NGOs often have the expertise and resources to advocate effectively for policy changes.
• Utilize Media Platforms : Using local media, including newspapers, radio, and social media, to highlight the issues and the community’s demands can increase public awareness and pressure the government to act.
• Lobbying and Advocacy : Forming advocacy groups to engage with local government representatives regularly can help keep the issue on the political agenda. These groups can provide evidence-based recommendations and continuously push for necessary policy changes.

Note to Life Orientation Grade 11 learners: When suggesting actions, focus on practical and collective efforts that can create significant impact. Highlight the importance of community solidarity and persistent advocacy.

Indicate your views about social media romanticizing/normalizing youth risky behavior.

Social media has a powerful influence on young people’s perceptions and behaviors. While it can be a platform for positive connections and information sharing, it also has the potential to romanticize and normalize risky behaviors.

• Influence of Social Media : Social media platforms often showcase glamorous lifestyles and risky behaviors without highlighting the consequences. For instance, posts depicting substance abuse, reckless driving, or unsafe sexual practices can make these actions seem attractive and without repercussions.
• Normalization of Risky Behavior : When young people see their peers or influencers engaging in risky behaviors without facing visible negative outcomes, it can create a false sense of security. They might start to believe that such behaviors are common and acceptable, leading to increased likelihood of them engaging in similar actions.

It is crucial for social media users, especially adolescents, to develop critical thinking skills and discernment to differentiate between reality and the often curated, misleading representations online. Parents, educators, and community leaders should also play active roles in guiding young people on the responsible use of social media.

Note to Life Orientation Grade 11 learners: When discussing the influence of social media, provide specific examples of how it can romanticize risky behaviors. Emphasize the importance of critical thinking and responsible media consumption.

Define the term youth risky behavior.

Explain why anorexia is viewed as an eating disorder.

Describe any six risky situations to which our youth is frequently exposed.

Describe why anorexia is prevalent in young females more than males .

Differentiate between legal and illegal drugs: give one example of each.

Life Orientation Task 3 Project 2023 Memorandum grade 11 pdf download

South african youth and risk behaviour project with answers.

The youth of South Africa are constantly exposed to risks, which may promote substance use, unprotected sex, unhealthy eating habits and violence. This behaviour that are usually adopted during their youthful years and often persist into adulthood, are interrelated, and in most cases, are preventable. In addition to resulting in morbidity (obesity) and sometimes mortality (death), this behaviour simultaneously result in many of the social and educational problems that confront the nation, including failure to complete high school, unemployment, and crime. In order to protect the youth from these risk behaviour, it is therefore necessary to educate them at an early age on the dangers and consequences, as well as to foster health promoting behaviour and environments.

2nd South African National Youth Risk Behaviour Survey 2014

The Medical Research Council released the results of the 2nd South African National Youth Risk Behaviour Survey 2014. This nationally representative survey among 10 270 secondary school learners in grades 8 through 11, reports on the prevalence of behaviour that place them at risk for disease and ill health.

Following the first Youth Risk Behaviour Survey (YRBS) in 2008, this survey investigated behaviour related to infectious diseases (sexual risk behaviour and hygiene), injury and trauma (violence and traffic safety), mental health (depression, suicide related behaviour, substance use), and chronic diseases (nutrition and physical activity).

The following is a summary of the 2014 Youth Risky Behaviour Survey:

Some positive developments The survey showed significant reductions in risky sexual behaviour. Fewer school learners had ever had sex. Of those who had sex, the number of school learners that had two or more sexual partners in their lifetime significantly reduced, and less learners had one or more sexual partners during the past three months. Also, of those who ever had sex, the incidence of sexually transmitted infections significantly reduced, while consistent condom use increased slightly.

Increasing health threats The survey showed clear reductions in physical activity, decreased threat to mental health and unsafe traffic behaviour. A significant increase in physical inactivity and TV watching for more than 3 hours per day was observed. Regarding mental health, more learners made one or more suicide attempt during the past six months Regarding unsafe traffic behaviour, more learners drove a vehicle after drinking alcohol in the past 30 days and were driven by someone who had been drinking alcohol in the past 30 days.

Gather data/ information, by doing research, to write a report with the title:

Risky behaviour amongst South African youth, situations they are exposed to as well as the impact of their behaviour on themselves and society.

Question: Define the concept risky behaviour and explain why it is important for teenagers to investigate and be knowledgeable about it.

Answer: A Healthy and balanced lifestyle: Means eating a balanced diet, getting regular exercise, avoid- ing tobacco and drugs and getting plenty of rest.

Answer: Unsafe attitudes and behaviours: Includes drugs, alcohol use and experimentation, defiance and lying, moodiness and irritability, engaging in unsafe sex.

Answer: Risky behaviours and situations: Unprotected sexual activities that may lead to unwanted teenage pregnancies and Sexually Transmitted Infections (STIs), strong addiction of drugs and alcohol, involvement in illegal works for easy earnings, under-age driving, involvement in politi- cal parties where they might face different threatening situations, unhealthy dietary behaviours and inadequate physical activity.

Answer: Covid 19 : Covid 19, is a disease caused by a new strain of coronavirus. CO stands for corona and VI for virus and D for disease. Formerly it was referred to as “2019 novel coronavirus” or 2019- nCoV. It is also known as as severe acute respiratory syndrome coronavirus.

Types of risk behaviour

Choose 4 risky situations and describe each situation – give examples | Choose any 4.

• Personal safety refers to avoidance of possible harmful situations or persons in your surround- ing. This implies that teenagers should avoid walking alone at night, getting involved in situa- tions of violence, e.g. drinking or walking with strangers.
• Road use refers to the methods and measures used to prevent road users from being killed or seriously injured. Typical road users include pedestrians, cyclists, motorist, vehicle passengers, etc. Drinking and driving, driving without a driver’s license – all these put the lives of road users at stake.
• Substance abuse refers to the use of illegal drugs or the use of prescription or over the counter drugs or alcohol for purposes other than those for which they are meant to be used or in exces- sive amounts. Substance abuse may lead to social, physical, emotional and job related prob- lems. Teenagers smoke dagga, tik, nyaope. At times, they start off by experimenting and end up addicted. At times the use of cough mixtures with codeine is abused. All these substances lead to addiction and behaviour that causes self destruction.
• Sexual behaviour, teenage pregnancy and Sexually Transmitted Diseases (STDs). This is human sexual activity, human sexual practice or human sexual behaviour in a manner in which humans experience and express their sexuality and can cause STIs and also lead to unwanted teenage pregnancy. Teenagers engage in unsafe sexual behaviour and get pregnant, leading to dropping out of school. It also leads to contracting serious diseases like HIV/AIDS.
• Teenage suicide is when a young person deliberately ends their own life.
• Hygiene and dietary behaviour encompasses food choice and motives, feeding practices, dieting and eating related problems such as obesity, eating disorders and feeding disorders and hygienic processes. Teenagers, at times, because of low self esteem, find themselves wanting to lose weight and engage in methods of weight loss that can lead to anorexia. They later get de- pressed and moody. Some become obese also because of psychological challenges.
• Peer pressure is the direct influence on people by peers, or the effect on an individual who is encouraged and wants to follow their peers by changing their attitudes, values or behaviours to conform to those of the influencing group or individual. Negative peer pressure leads to unsafe and risky behaviours like substance abuse and unsafe sex practices.

Discuss 3 factors that may cause teenagers to engage in each of the risky behaviours and situations chosen

• Brain power; they are impulsive and make emotional decisions without thinking about the consequences, lack of experience.
• Unhealthy optimism; Teens think that negative outcomes will never happen to them and neg- ative consequences don’t deter them.
• Adventure; boredom causes them to look for excitement, that is mostly detrimental to their safety.
• Peer pressure; research shows that risk taking among teens doubles when peers are around. Some teens want to be accepted and fit in – they want to impress their friends. Read: Why choosing wrong friends may subject you to unrealistic life
• Media ; movies and television project a wide range of risky behaviour in glamorous and admira- ble ways.
• Poor self-esteem ; a young person with a low self-esteem may not be assertive to say NO and find himself involved in risky behaviour. Such individuals are easily swayed to get involved in wrong doing.

How do these risky behaviours impact on teenagers and their communities?

Youth may bunk school, stealing to satisfy behaviours like substance abuse and this increasing crime rate. Substance abuse can lead to violence and the addict can be a threat to both himself and society.

This behaviour can cause anxiety, mental stress and unhappiness among people. This health problem causes health issues for the individual. Risk behaviours lead to personal, social and economic problems and are associated with mortality, namely, through accidents, violence and crime.

Suggest and discuss solutions to risky behaviours

• Good communication in the family
• Engage in positive activities such as sport clubs, art clubs, etc
• Serve or volunteer in your community
• Be clear of the consequences of the risk behaviour
• Talk about values at home and in the community
• Have good role models in the community

Impact of Covid 19 on a healthy and balanced lifestyle under the following topics:

Answers: loss of income and poverty:.

Covid 19 caused a lot of job losses because of the heavy lockdown. Households lost income and this led to families not being able to fulfil basic needs like food. This put a lot of pressure on families who were unable to provide for their children. Because of lack of provision, teenagers lack coping skills and get depressed. It can also lead to drug abuse as a coping skill. Loss of income and poverty are related. It has an impact on the quality of the lives of of youth. Some teenagers may engage in criminal activities to get food.

Cultural and religious practices.

Attending church, for many families, is important as it promotes values within families. Church attendance was prohibited during hard lockdown. There was no alternative place to go to for spiritual upliftment and communities lost the opportunities of gathering. Cultural practices like celebrations of weddings and, for Xhosa culture, circumcisions were prohibited. This resulted in more loneliness and hopelessness. Teenagers and their families were unable to manage or cope with these situations.

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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Aug. 9, 2024

Rice scores an a from forbes for financial health.

Rice University has earned an A in Forbes’ most recent College Financial Grades list , achieving a 3.97 GPA. In evaluating 876 private colleges and universities, the influential business magazine identified the nation’s “strongest and weakest schools” in terms of financial health and performance.

In its comments about the significance of the rankings, Forbes said, “For any student who wants to spend their college days on the same campus — especially if that school is small to begin with — selecting a financially sound school is more important than ever.”

“We are proud to receive an A in Forbes’ College Financial Grades list, which reflects our commitment to maintaining and growing a strong and sustainable financial foundation,” said Kelly Fox, executive vice president for operations, finance and support. “This recognition highlights our efforts to ensure that every student can thrive academically and financially in a supportive and vibrant environment.”

The university’s nearly $8 billion endowment plays a vital role in its financial health, as distributions provide approximately 40% of the university’s operating revenues – the single largest revenue source to the operating budget.

Forbes’ grades are designed to assess a private, not-for-profit college’s operational soundness and balance sheet health using the following nine measures: endowment assets per full-time equivalent student (17.5%), primary reserve ratio (15%), viability ratio (10%), core operating margin (10%), tuition as a percentage of core revenues (15%), return on assets (10%), admissions yield (7.5%), percent of freshmen receiving grant aid (7.5%) and instruction expenses per full-time equivalent student (7.5%).

The data was derived from the Department of Education’s National Center for Educational Statistics . Only schools with more than 500 full-time students were included, and public colleges were not graded.

This accolade compliments Rice’s other premier rankings , including 17th among the nation’s top universities in the latest edition of U.S. News & World Report’s “Best Colleges” guidebook.

More information on the Forbes rankings and the full list of evaluated schools can be found here .

Tim Walz's military record: What to know about potential VP's National Guard service

Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.

“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”

We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.

More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

How long was Walz in the military?

Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.

Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.

But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.

Where did Walz serve, and what did he do in the National Guard?

During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.

In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.

Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.

Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.

As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”

Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.