...High Academic Achiever: Recently, I have been improving my academic results throughout the years but had a dramatic transition from year 7 to year 11. I have finally found a passion for learning which had helped me to become one of the high academic achievers in this school and is definitely willing to uphold this position throughout my academic career. Include other examples of Academic Achievement not on co-curricular record. Most of my Academic Achievements have been on co-curricular records as I have participated in many events and competitions, however in my future years I would like to participate in activities that are not on co-curricular record such as partaking in the UQ Enhanced Studies Program and the QUT High School Research Internship. The reason for my lack of Academic achievement (that isn’t on co-curricular records) is because my younger self had quite a struggle with her academics. Unfortunately, it hadn’t been until year 9 where I had found my desire to learn and also to become someone of the medical field. The whole notion of helping people in need of medical attention and serving to the country as a Doctor really encouraged me in my senior years to improve my academics in order for me to achieve this goal. Ability to inspire and actively promote academic achievement and initiatives. Include...
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...ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 1116-1121, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.1116-1121 Study Habits and Attitudes of Freshmen Students: Implications for Academic Intervention Programs Luisa Baquiran Aquino University Research Pool, University of Saint Louis, Tuguegarao City, Philippines Email: luisaaquino031580@gmail.com Abstract—The substantive aim of this study was to investigate the favorable and unfavorable study habits and study attitudes of the freshmen students and determine its implications in formulating academic intervention programs. The Survey of Study Habits and Attitudes (SSHA) instrument developed by Brown and Holtzman (1969) was used to assess the study habits and attitudes of the students. Results show that students generally do not approve teacher methods and classroom management, and have inefficient time management. Favorable and unfavorable study habits and attitudes of the students were also revealed. Implications of these findings were discussed and the theory of confluent education was considered in designing a framework of academic intervention programs among HEIs. Index Terms—study habits, study attitudes, study orientation, academic achievement, academic intervention programs, confluent education I. INTRODUCTION A great deal of research literature provides an evidence that study habits and study attitudes are both significant variables which determine...
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...this study. Academic locus of control scale developed by Trice (1985) was administered. The scale classifies the students having scores from 0-14 as internals and with the score above than 14 as externals. Two –Factor ANOVA, correlation and simple linear regression was used to analyze the data. Results indicated a significant main effect of achiever and gender and no interaction between gender and achiever was found. High achieving students scored low on academic locus of control which indicates their strong internal academic orientation than low achieving students. Interestingly study indicated that high as well as low achieving students both hold an internal academic belief system towards the academic situations. Women are significantly high on an internal academic locus of control indicating less internal academic orientation than men. Results also indicated a significant inverse relationship between academic locus of control and GPA and simple linear regression indicated that academic locus of control is a predictor of GPA. The study has wide implications for the psychologists, educationists, teachers and students. Keywords: Academic achievers, internal academic locus of control, external...
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...www.hbr.org Leaders are made, not born, and how they develop is critical for organizational change. Seven Transformations of Leadership by David Rooke and William R. Torbert Reprint R0504D Leaders are made, not born, and how they develop is critical for organizational change. Seven Transformations of Leadership by David Rooke and William R. Torbert COPYRIGHT © 2005 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. Most developmental psychologists agree that what differentiates leaders is not so much their philosophy of leadership, their personality, or their style of management. Rather, it’s their internal “action logic”—how they interpret their surroundings and react when their power or safety is challenged. Relatively few leaders, however, try to understand their own action logic, and fewer still have explored the possibility of changing it. They should, because we’ve found that leaders who do undertake a voyage of personal understanding and development can transform not only their own capabilities but also those of their companies. In our close collaboration with psychologist Susanne CookGreuter—and our 25 years of extensive survey-based consulting at companies such as Deutsche Bank, Harvard Pilgrim Health Care, Hewlett-Packard, NSA, Trillium Asset Management, Aviva, and Volvo—we’ve worked with thousands of executives as they’ve tried to develop their leadership skills. The good news is that leaders who make an effort to un- derstand their own action...
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...Youth Sports and Education Foundation, Inc. Business Proposal and Plan Mission “To empower youth and inspire them to achieve through the participation in sports and academic extracurricular activities.” Table of Contents Objective……………..…………………..………….…………………………………………………………...Section 1 Programs………………..………………………………………………………………………………………..Section 2 Academic Subjects…………………………………………………….……………………………………………………………………….2.1 Sports……………………………………………………………………………………………………………………………………………….2.2 Conditioning……………………………………………………………………………………………………………………………………..2.3 Clubs…………………………………………………………………………………………………………………………………………........2.4 Locations………………………………………………………………………………………………………..Section 3 Central Florida………………………………………………………………………………………………………………………………….3.1 South Florida…………………………………………………………………………………………………………………………………….3.2 Fees…………………………………………………………………………………………………………………Section 4 Staff………………………………………………………………………………………………………………….Section 5 Section 1 OBJECTIVE The Sports and Education Foundation, Inc. is a for profit business that is devoted to empowering school aged youth to participant and be active in their local communities. Through the participation in sports and academic extracurricular activities, the youth will gain necessary and valuable communication, goal seeking and planning skills to utilize during their academic and athletic careers. The main objective of our organization is to empower youth to strive for success and upon...
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...Within-class grouping refers to a teacher's practice of forming groups of students of similar ability within an individual class. Why should you use ability grouping? In theory, ability grouping increases student achievement by reducing the inequality in student’s ability levels, and this increases the chances that teachers can provide instruction that is not too easy or too hard for most students. The assumption is that ability grouping allows the teacher to increase the pace and raise the level of instruction for high achievers, and provide more individual attention, repetition, and review for low achievers. The high achievers benefit from having to compete with one another, and the low achievers benefit from not having to compete with their more able peers. However, one of the main arguments against ability grouping is that the practice creates groups of low achievers who are deprived of the example and stimulation provided by high achievers. Labeling students according to ability and assigning them to low-achievement groups may also communicate self-fulfilling low expectations. Further, groups with low performance often receive a lower quality of instruction than other groups. Slaughter saw this as the most compelling argument against ability grouping its creation of academic elites, a practice which goes against democratic ideals. Slaughter concluded that schools and teachers should use the methods proven most effective, such...
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...The Clifton Strength assessment taught me the most about myself, and personally, I felt it gave the most accurate description of who I am. As we have discussed in class, these assessments are only models. Although all models are ultimately incorrect, what one learns from them can be valuable. What I learned from the Clifton Strength assessment is that my five strength areas include: Achiever, Competition, Focus, Futuristic, and Significance, and that I may not know myself as well as I thought. As I read my character traits, which I did not think fit my personality, to my girlfriend, she began to laugh at me. She later said that what I was reading described my exact personality. Of these five traits, I feel that Achiever and Competition truly describe who I am. I chose Achiever and Competition because they encompass not only how I act, but how I feel. At the Academy you are told everyday what you’re not good at. Never before had I constantly been aware of my weaknesses, and my need to fix them. I knew what I struggled with before coming to the Academy, but until I got here I did not understand how much I struggled in these areas. In high school,...
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...will allowed this company to sell sex and race, even laws protect sex and race normally. This is obvious that employers will be more afraid to make any demand of their employees’ appearance because of many legal protection and public voice. It is true that many high achievers are afraid to admit their limitation. Even I’m not a high achiever, it is very hard for me to face with failures and admits this to others. As high achievers, they are used to admire and praise, especially for some leaders, it is very hard for them to preset their shortcomings in front of employees. They're reluctant to push them outside their comfort zones. But it is true that so many smart, ambitious professionals are less productive and satisfied than they could be. The author outline several steps that individuals can take to get past self-imposed limitation, including putting past negative experiences behind and seeking a way to allow themselves to become vulnerable and focusing on the long-term. Among this step, I think use support network is very useful. Nobody is perfect in the world. Everyone has strengths and weakness. It is not a shame to admit these weaknesses and ask for help even for high achievers. I know that high achievers are always independent, but it is efficient to use others strength...
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...paper than it is to live it in real life. According to the Human metrics Survey I tend to be an Extrovert, Intuitive, and slightly judging. I was pleased to hear about the extrovert and intuitive traits however I don’t like to think of myself as being judgmental. Then VALS survey states that I am more of Experiencer, and an achiever. Lastly the attached survey has me in the 41-50 point brackets. As I answered the questions I felt like a totally different experience like I was making a personal judgment of myself. At first I was concerned I might try to fix my results however I believe that I avoided doing so. The three surveys all sum me up as an interested, outgoing achiever. I see this as a very accurate representation of me. While I am at work I often socialize and make myself the center of attention would lines up with the HR-Survey, I also find myself constantly making slight judgments at people at work, school, and even online. The one piece of information I was most interested in reading was the Achiever that the VALS survey had stated me as. I always thought of myself as the outgoing willing to do anything once type person. Yet seeing the achiever surprises me not because it doesn’t fit me but because it fits me better than all the rest. I have goals in life, starting a family, building a career, making my impact in the world. All of these are goals that every daily decision revolves around. My choice to work full time and take 12 summer credits is all part of my goal...
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...Management Research News Emerald Article: The leader as motivator: coach and self-esteem builder Patricia Ann Castelli Article information: To cite this document: Patricia Ann Castelli, (2008),"The leader as motivator: coach and self-esteem builder", Management Research News, Vol. 31 Iss: 10 pp. 717 - 728 Permanent link to this document: http://dx.doi.org/10.1108/01409170810908471 Downloaded on: 30-11-2012 References: This document contains references to 33 other documents To copy this document: permissions@emeraldinsight.com Access to this document was granted through an Emerald subscription provided by UNIVERSITY OF GREENWICH For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital...
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...The current issue and full text archive of this journal is available at www.emeraldinsight.com/0140-9174.htm The leader as motivator: coach and self-esteem builder Patricia Ann Castelli College of Management, Lawrence Technological University, Southfield, Michigan, USA Abstract Purpose – The purpose of this paper is to determine what motivating strategies followers (comprised of low and high need achievers) view as most necessary from their leaders. Design/methodology/approach – Three survey instruments were administered to 297 working professionals taking business courses offered through a college of management at a private university. Correlational research methodology was used to investigate the relationships between selfattributed needs for achievement on demographic, interest and effort variables. Discriminant analysis was used to determine if motivational and profile characteristics could be used to predict low and high self-attributed need achievers. Findings – The major findings of this study centered on the leader’s ability to inspire followers by using a variety of interesting coaching techniques and by building their self-esteem regardless of achievement orientation. Research limitations/implications – The results of this study are tentative and need to be reproduced with a larger, more comprehensive sample of a broader population. Practical implications – This research offers leaders practical techniques for effectively utilizing motivating strategies which...
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...Strengths Reflection Essay Draft Kelly Chisham Saint Mary's University of Minnesota Schools of Graduate & Professional Programs GM 600 Management Principles Kristen O’Connell, Ed. D. April 15, 2015 Contents Introduction 3 My Five Strengths 3 Achiever 3 Harmony 4 Futuristic 5 Restorative 6 Responsibility 6 How do your Strengths Finder talents support the primary planning, organizing, leading, and controlling activities of a manager? 7 Which Strengths Finder talents would you focus personal development activities on if you would pursue a management position or improve in your management current position? 9 Conclusion 9 References 11 Strengths Reflection Essay Draft Introduction Tom Rath’s Strengths Finder 2.0 identified my five greatest strengths and talents. The results concluded that my top five strengths, in order of strength, were: Achiever, Harmony, Futuristic, Restorative, and Responsibility. Rath (2007) states the aim of most learning programs is “to help us become who we are not” (p.1). The goal of this type of skills testing is to identify our strengths and talents and focus on increasing those rather than addressing our weaknesses. As I continue my journey to obtain a master’s degree in project management, I am eager to learn all the different facets that will help and support me in becoming an effective manager. Effective leaders are always investing in strengths, surrounding themselves with the right people and maximizing their...
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...Performance Management at Vitality Health Enterprises, Inc. 1.) Who should evaluate employee’s performance? What should leaders do when (individual, team, organization) performance is lacking? Every leader in an organization should evaluate employee’s performances, whoever a leader in an organization has it’s own sub-ordinates; their sub-ordinates’ performances should be evaluated. Once an individual, team or organization performances are lacking, leaders should either motivate or penalize the lack of performances. In real world, I think both works. Through a good rewarding system, one should be motivated for gaining a bigger paycheck or recognition form their senior. Everyone gets pay for their services, under a good rewarding systems, one who performed better than required can get a better pay or promotion always work in a real business world. Vise versa, one who didn’t pay less or layoff sounds fair. Employee evaluations can always be a positive, encouraging, and a good outline on how they are doing in the many categories of their job responsibilities. On the other hand, it can also be considered a waste of time and doesn’t work if neither leader nor their sub-ordinates take it seriously and just go through the motions. 2.) Should the new performance review system at Vitality Health be revised? What changes would you recommend to the new performance management system? How should the changes be implemented? Carefully consider the consequences of your recommendations...
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...("Strategic business insights," 2012). Recommendation to CanGo: Building a Better Year Consultants, LLC, believes using VALS would be very beneficial for CanGo’s analysis of target markets. VALS segments US adults into eight distinct types using a specific set of psychological traits and key demographics that drive consumer behavior. The US Framework, a graphic representation of VALS, illustrates the eight types and two critical concepts for understanding consumers: primary motivation and resources. The combination of motivations and resources determines how a person will express himself or herself in the marketplace as a consumer ("Strategic business insights," 2012). The eight VALS types include: innovators, thinkers, believers, achievers, strivers, experiencers, makers and survivors. Using the VALS framework has led CanGo to categorize their customers as "Experiencers" with secondary aspects of...
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...CHAPTER I Introduction This chapter includes the background of the study, statement of the problem, hypothesis, conceptual framework, definition of terms used, significance of the study and the scope and limitations. Background of the Study Statement of the Problem This study aims to determine the influence of Study Habits in the Academic Performance of First Year Bachelor of Elementary Education students at Western Visayas College of Science and Technology during first semester, Academic Year 2014-2015. Specifically, this study will seek answer to the following questions: 1. What is the profile of respondents when grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 2. What are the study habits of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 3. What are the academic performance of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 4. Is there a significant difference between the study habits and academic performance of first year BEED students? 5. Is there a significant relationship between the study habits and academic performance of first year BEED students? Hypothesis of the Study To answer the aforementioned questions, the researchers tested the following null hypotheses. There is...
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