If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Leadership and Management Needed for an Effective NCLEX Study Group Leadership and Management Needed for an Effective NCLEX Study Group As a senior nursing student wanting to establish an effective study group to prepare for the NCLEX-RN, they must have certain leadership and management qualities in order for the group to be successful. The purpose of this paper is to define the leadership and management functions and competencies needed of the senior student as well as provide examples of necessary support from other roles in the group. With the correct attributes exemplified by the senior student and their colleagues, the study group will give the students an opportune chance to pass the NCLEX-RN. Leadership Functions A leader’s purpose is to work with others to develop a clear vision of a preferred future and to inspire and empower those people to work towards achieving that vison even when faced with substantial risks (Evans, 2011, p. 37). Functions of a leader include actions that aid in determining the vision of the collective, and communicating and persuading followers to join the journey to the newly found vision.
Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
An essay that should provide proof (for a grade) that I have read, digested and somewhat understood what was eloquently printed between the pages of a 500 plus page text book. Thankfully an article I read in “The Sentinel” set my mind in motion and helped to provide me with my essay topic. Greg Bieger contributing writer for the “The Sentinel” Kennesaw States student newspaper writes”College is the time to change your mind” In his article, Bieger asks, “where has mans innate need for knowledge and experience gone?’ Bieger also contends that with the development of the Internet along with all the social media ramblings, we may not be using our minds to challenge what we believe
Their dissertations were in the field of education, library media science and student international studies, respectively. The following is an analysis and comparison of their responses to the interview questions. As the author, the interview questions are designed based on personal interests. At a crossroads in this process, due much to this class and lack of time and personal issues, one first asks the interviewees the question – WHY? Why did one decide to pursue a dissertation?
Jared Barr Mr. Drosche Professional Internship 15 April 2011 “A Mentor Can Help You Succeed In Your First Job” The article that I chose for my second professional report, talks about how important it is to have a mentor help guide you through struggles. It talks about how a mentor is more than just a coach; they are someone who has expertise. They can also listen effectively, challenge you to be all you can be, and provide you with a supportive and trusting environment where you can share the issues you’re confronting both personally and professionally. Questions for the mentor would be: who are you, what do you do now, and why do you want to do this? The article was very interesting to me because it mentions good qualities that a good mentor should have.
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
2. Explain ways you expect to use persuasive writing in your university career and in your professional and personal life. While attending Strayer University I expect to be using persuasive writing by writing papers for my classes. I will be writing papers to convince the professor that I have obtained, and learned the information that has been given on a particular subject. In my professional life I will be using persuasive writing in writing a business proposal or an HR structural proposal.
Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading. Read. As students begin to read, they must look for answers to the questions they asked in the prior step. Students will reread captions under pictures and graphs, note all underlined and bold printed words or phrases, and pay special attention to underlined, italicized, bold printed words or phrases. For more difficult passages, reading speed should be reduced.