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Many students, like us in our first year of college level classes, making a transition from high school to college have a dif

First Name last Name

Professor Villanasco

English 1302 1111

26 Aug.. 2029

Discussion

Many students, like us in our first year of college level classes, making a transition from high school to college have a difficult time adjusting to all the changes. In high school most students don’t have to manage their time because most time is managed for them. High school students attend school for at least eight hours a day so, that leaves them with about five to six hours left to decide what to do. “When I was in high school, I would be in school all day! On game days I wouldn’t make it home until 9 and on practice days at 6. I had no time for myself.” (Garcia). This led us to ask ourselves, how does time management affect college first year students academics? “Keeping up with assignments has always been something I struggle with and I was determined to do everything that I could, so I would get things on time. Personally, it was hard to do because I was just not going to school, but I also had a full-time job that required me to not have weekends off” (Hernandez). As we can see, students have other things to do besides just school work. Some have to deal with family, work, etc. which makes it difficult to be successful in college if students don’t figure out a way to manage their time properly. Many college students procrastinate which makes things more difficult. As one student said, “I started procrastinating more than I usually did. I created more stress than I could handle simply because I would wait to the last minute to do assignments I had weeks to do” (Gonzalez). As we saw from our own experiences, procrastination is one of the obstacles that affects many students’ time management.

When we were looking into the research that has been done before, we discovered other researchers also believed, time management was important. “Time management is a skill that is necessary and varies from person to person” (Quatar 83). This skill allows students to find a balance between everything that they have going on. Planning ahead and just knowing what they need to get done, setting time aside to do the work can go a long way. “Our results indicate that dispositional variables play an important role on managing work-school roles, which should be attended to give their importance in determining critical outcomes variables, including performance and satisfaction in both the work and school domains.” (McNall and Michael 408). Studies have also shown that students who manage their time, “tend to place items of most frequent use and the importance in plain view for convenience and reminding purposes” (Mizrachi and Bates 1603). This shows they know how to organize what needs to be done first by importance and prioritize better. Our hypothesis is that even though our college students don’t have the same freedoms as university students who are away from home, we do have some more freedom and many things interfere with us being successful. Work takes up a lot of our students’ time and believe it or not, family sees this new freedom and adds on to the new responsibilities we have. Since students don’t have to stay on campus as long, the families believe we students have more time to run more errands when students should be studying approximately 6 hours for every class they take in college.

leadership-quiz-Copy

The test results show that my primary leadership style is task focused and my secondary leadership style is intellectual. The scores from the quiz are as follows:

a. task – 6

b. Social – 5

c. Intellectual – 6

d. participative – 5.7

To an extent I agree with the results that have come up after answering the quiz. I really value speed, action, efficiency as well as consistency. However, I still know that sometimes I also act impatiently or rather as if in a hurry. Sometimes I am also too impatient about getting the results. Still I know that I am good at decision making.

Secondly, I am also quite thorough and accurate about whatever I do and that helps me make my long term plans. It is therefore, that people consider me objective, logical as well as committed. However, there is also a bit of rigidness in me and slight reluctance to other’s input. But, generally due to single minded focus on task I am able to achieve great results from whatever I do.

I find that my leadership style can be greatly helpful in the field of public administration where things like efficiency, consistency and commitment are greatly valued. In the field of public administration mostly come across situations where ‘shared leadership’ applies’. Seeing the growing challenges in public leadership it needs a person to remain committed to his task as well as be good at decision making. It needs participative decision making where I can deliver with my accurate and thorough actions and decisions.

In this field it also needs consistency apart from efficiency since the challenges are relatively bigger which will need to be addressed quite fast. To address the challenges one needs to have single minded focus on his task as well as remain consistent with whatever he is doing. Yet, I know that most importantly I will have to consider the factor of shred leadership and how I can deliver while including others in my decisions and actions.

There are some key points which I will need to include for my leadership growth so that I can deliver consistently as well as prove effective in my sphere. My leadership style is primarily task focused and secondly intellectual.

The two concepts that I can apply in this regard are as follows:

a. Foster development of others: The main idea behind this concept is to engage and include others. The first step in this regard is to learn with others and also to encourage learning while working. Apart from this it is also important to reward and recognize the work and efforts of others.

b. build effective teams: The idea behind this concept is to find ways for using people’s strengths for team projects and to encourage participation in this way. Secondly, it needs to create collaborative opportunities for learning and to build trust.

It encourages participation as well as collaboration.

Reference:

Topic: Leadership and Power (n.d.). In PLS 308 – Public Administration. Retrieved June 20, 2013, from HYPERLINK “http://people.uncw.edu/imperialm/UNCW/PLS_308/PLS_308_Lecture%20Notes_Leadership.pdf” http://people.uncw.edu/imperialm/UNCW/PLS_308/PLS_308_Lecture%20Notes_Leadership.pdf

Lead SeLf: Key ConCeptS and IdeaS (n.d.). In LEADS. Retrieved June 20, 2013, from HYPERLINK “http://www.cchl-ccls.ca/assets/LEADS/LEADS_KeyPoints_EN.pdf” http://www.cchl-ccls.ca/assets/LEADS/LEADS_KeyPoints_EN.pdf

AUTHORS OF ARTICLE

Article 1a Assignment – PSYC 4033

Dr. McDonald – Spring 2022

Article 1a—date due: Feb 8

Your name: ________________________________________________

AUTHORS OF ARTICLE: Foster, N. L., Mueller, M. L., Was, C., Rawson, K. A., & Dunlosky, J. 

Instructions: Please use this and only this sheet to answer the questions regarding your assigned article; in other words, be succinct. Incomplete sentences are acceptable as long as they get the message across. Use the space allotted and no more! USE YOUR OWN WORDS – NO PLAGIARISM AND NO QUOTING!!! Most importantly, put answers in everyday language.

Motivation for the study: The main motivation for the study is that interleaving is beneficial and it assists in improving math learning. Interleaving involves mixing two or more tasks that are difficult in order to improve learning. This is especially true with math, as children often struggle with this subject and the learning of mathematical concepts often relies on memorization. Interleaved practice can help children learn concepts such as multiplication, fractions and decimals, addition, subtraction and more at an earlier age than traditional practice alone. Thus, it is essential to assess why interleaving enhance performance.

Hypotheses/Predictions: Interleaving enhances effective learning of a particular problem since that problem type instances tend to be practiced in close proximity to different problem types instances from a similar domain.

Another prediction is that math problems distribution practice by way of interleaved practice schedule tend to greatly improve the relationship between the problem and the strategy.

Independent Variable(s) EXP’T 1 only – only list ones used; there may or may not be extra lines In addition, clearly circle between or within subjects for each IV

1._______ interleaving practice _____________________________ Between Sub/Within Sub

2._discriminative contrast ___________________________________ Between Sub/Within Sub

3. distributed practice _________________________________________ Between Sub/Within Sub

Control Variable(s) EXP’T 1 only —list two

1._ Participants

2._ materials

Dependent Variable(s) EXP’T 1 only—only list ones used; there may or may not be extra lines

1._Blocked

2._Interleaved

3._Remote interleaved

Results – a) interpret Figure 3 on page 1094. What does it show? Does it match the predictions? b) interpret Fig 4 on page 1095. What does it show? Does it match the predictions?

a)_ The results for the experimental group are shown in the table below

comparing mean retrieval ability across trials:

1- Correctly retrieved formula from CTC weather, then had error during test 2; 2- Correctly retrieved formula from CTC weather and had no errors during test 3; 3- Incorrectly retrieved formulae from CTC weather; 4- Retrieval ability was different across trials.

Wedge problems were selected based on a previously described study that showed that students with dyscalculia (or other numerical difficulties) have trouble with problems in which there is an addition operation involving two or more numbers such as adding 8 to 12.

b)_ A one-way ANOVA on final performance of wedge problems indicated a significant effect of group. Two potential outcomes were measured: a performance on a series of wedge problems and a group identification. Participants were part of one of two groups: those with obsessive-compulsive disorder (OCD) and those without OCD. While the OCD group, as predicted, tended to perform better than the control group on the final set of problems they both attempted, this is not surprising as such individuals are often perfectionists and naturally find it more difficult to “let go” or move on from their work.

Relation to class material – use pages 119-126 in the Baddeley et al. textbook to find a study that relates directly to this one. Give the name of the authors of that study and a brief description of their findings. Describe similarities and differences between that study and the one you just read in terms of materials, experimental design and results. How do these two studies relate to a general topic from the class?

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