BRIEF REPORT
Study strategies of college students: Are self-testing
and scheduling related to achievement?
Marissa K. Hartwig & John Dunlosky
Published online: 15 November 2011
# Psychonomic Society, Inc. 2011
Abstract Previous studies, such as those by Kornell and
Bjork (Psychonomic Bulletin & Review, 14:219–224,
2007) and Karpicke, Butler, and Roediger (Memory,
17:471–479, 2009), have surveyed college students’ use
of various study strategies, including self-testing and
rereading. These studies have documented that some
students do use self-testing (but largely for monitoring
memory) and rereading, but the researchers did not assess
whether individual differences in strategy use were related
to student achievement. Thus, we surveyed 324 under-
graduates about their study habits as well as their college
grade point average (GPA). Importantly, the survey includ-
ed questions about self-testing, scheduling one’s study, and
a checklist of strategies commonly used by students or
recommended by cognitive research. Use of self-testing and
rereading were both positively associated with GPA.
Scheduling of study time was also an important factor:
Low performers were more likely to engage in late-night
studying than were high performers; massing (vs. spacing)
of study was associated with the use of fewer study
strategies overall; and all students—but especially low
performers—were driven by impending deadlines. Thus,
self-testing, rereading, and scheduling of study play
important roles in real-world student achievement.
Keywords Testing . Metamemory. Strategy use
When college students study for their classes, what
strategies do they use? Some study strategies—such as
rereading text materials and cramming for tests—are
commonly endorsed by students (e.g., Karpicke, Butler, &
Roediger, 2009; Taraban, Maki, & Rynearson, 1999), even
though they may not always yield durable learning. Other
strategies—like self-testing—have been demonstrated to be
quite effective (Roediger & Butler, 2011), but are men-
tioned less frequently when students report their strategies
(e.g., Karpicke et al., 2009). Of course, not all students
report using the same strategies—individual differences
exist between students with regard to their study habits. Are
these individual differences in study habits related to
student achievement? If so, what differences exist between
the study habits of high achievers and low achievers? A
main goal of the present study was to answer these two
questions, focusing on when students schedule their study
as well as which strategies they use to learn course content.
Our target strategies included those that appear popular
with students or that cognitive research has indicated could
promote student performance, such as self-testing, asking
questions, and rereading. We will first provide a brief
review of studies that have investigated these specific
strategies, followed by an overview of the present study and
its contribution to understanding ...
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting improved for all students, (b) reading performance in the school setting showed improvement, but data should be interpreted with some considerations; and (3) peer comparison data revealed that although two students reached average levels of performance at least one time during the study, students did not catch up to these levels of performance.
In addition, student’s attitudes toward reading remained stable or improved and favorable acceptability ratings were obtained from teachers, parents and students. Limitations and implications for practice and further research were discussed.
Reaction:
A number of implications can be generated from this study for educators attempting to implement a parent intervention program for students with ADHD. First, it appeared that the subjects, a very small sample, shared certain characteristics which may have assisted in the successful completion of the study. Students selected did not possess a high level of noncompliance and they had a good rapport with parents and teachers. Second, the parents involved in the study were proficient in the academic domain and, therefore, able to provide the additional support needed for student success.
In a diverse educational arena, all things not being equal, the implementation of this procedure with other populations (e.g., parents/teachers with minimum student rapport, lower academically inclined parents, etc.) may yield very dissimilar results.
You may double space if you elect.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting imp ...
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
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Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
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Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
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Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
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The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
Similar to BRIEF REPORTStudy strategies of college students Are self.docx (20)
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
BRIEF REPORTStudy strategies of college students Are self.docx
1. BRIEF REPORT
Study strategies of college students: Are self-testing
and scheduling related to achievement?
Marissa K. Hartwig & John Dunlosky
Published online: 15 November 2011
# Psychonomic Society, Inc. 2011
Abstract Previous studies, such as those by Kornell and
Bjork (Psychonomic Bulletin & Review, 14:219–224,
2007) and Karpicke, Butler, and Roediger (Memory,
17:471–479, 2009), have surveyed college students’ use
of various study strategies, including self-testing and
rereading. These studies have documented that some
students do use self-testing (but largely for monitoring
memory) and rereading, but the researchers did not assess
whether individual differences in strategy use were related
to student achievement. Thus, we surveyed 324 under-
graduates about their study habits as well as their college
grade point average (GPA). Importantly, the survey includ-
ed questions about self-testing, scheduling one’s study, and
a checklist of strategies commonly used by students or
recommended by cognitive research. Use of self-testing and
rereading were both positively associated with GPA.
Scheduling of study time was also an important factor:
Low performers were more likely to engage in late-night
studying than were high performers; massing (vs. spacing)
of study was associated with the use of fewer study
strategies overall; and all students—but especially low
performers—were driven by impending deadlines. Thus,
2. self-testing, rereading, and scheduling of study play
important roles in real-world student achievement.
Keywords Testing . Metamemory. Strategy use
When college students study for their classes, what
strategies do they use? Some study strategies—such as
rereading text materials and cramming for tests—are
commonly endorsed by students (e.g., Karpicke, Butler, &
Roediger, 2009; Taraban, Maki, & Rynearson, 1999), even
though they may not always yield durable learning. Other
strategies—like self-testing—have been demonstrated to be
quite effective (Roediger & Butler, 2011), but are men-
tioned less frequently when students report their strategies
(e.g., Karpicke et al., 2009). Of course, not all students
report using the same strategies—individual differences
exist between students with regard to their study habits. Are
these individual differences in study habits related to
student achievement? If so, what differences exist between
the study habits of high achievers and low achievers? A
main goal of the present study was to answer these two
questions, focusing on when students schedule their study
as well as which strategies they use to learn course content.
Our target strategies included those that appear popular
with students or that cognitive research has indicated could
promote student performance, such as self-testing, asking
questions, and rereading. We will first provide a brief
review of studies that have investigated these specific
strategies, followed by an overview of the present study and
its contribution to understanding strategy use and student
achievement.
Two large-scale studies have surveyed students about
their regular use of specific, concrete study strategies and
their rationale for using them. One survey was administered
3. by Kornell and Bjork (2007), who sought to describe what
students do to manage their real-world study. A group of
472 introductory psychology students at UCLA responded
to forced choice questions regarding topics such as how
they decide what to study next and whether they typically
read class materials more than once. Kornell and Bjork’s
questionnaire and the percentages of students endorsing
various scheduling practices and strategies are presented in
Table 1. Results relevant to our present aims included that
M. K. Hartwig (*) : J. Dunlosky
Psychology Department, Kent State University,
Kent, OH 44242, USA
e-mail: [email protected]
Psychon Bull Rev (2012) 19:126–134
DOI 10.3758/s13423-011-0181-y
the majority of students (59%) prioritize for study whatever
is due soonest, and that the majority of students use quizzes
to evaluate how well they have learned course content
(68%).
Another survey focused more narrowly on a particular
strategy—self-testing—that an abundance of research has
shown can boost student learning (for a recent review, see
Roediger & Butler, 2011). In particular, Karpicke et al.
(2009) had 177 undergraduates free-report and then rank-
order the strategies that they used when studying. These
reports were followed by a forced choice question
regarding their preferences for rereading versus self-
testing. In the free reports, self-testing and other retrieval-
type activities (e.g., using flashcards) were commonly
reported, but the strategy most frequently reported (by
83.6% of students) was rereading notes or textbooks. For
4. the forced choice question, rereading was again the most
popular choice, and retrieval practice became similarly
popular only when it was accompanied by the possibility of
rereading (allowing for restudy after practice testing).
Students’ explanations revealed that most students self-test
for the feedback about what they do or do not know rather
than as a means to enhance learning. These results were
consistent with the general conclusions of Kornell and
Bjork (2007), as well as with the recent conclusions of
McCabe (2011), who found that students often fail to
understand that certain activities—such as testing (vs.
restudying) or spacing study (vs. massing study)—are
likely to enhance learning.
Although these studies reported valuable information
about the prevalence of self-testing and students’ rationale
for its use, self-testing is just one of many strategies that
students use. Thus, a goal of the present study was (a) to
assess a wider range of commonly used study strategies (in
addition to those surveyed by Kornell & Bjork, 2007), such
as underlining while reading and making outlines or
diagrams, as well as (b) to assess how students schedule
their study, such as when they study during the day and
whether they space or mass their practice.
Most important, the relationship between students’
reported use of these strategies and their overall grades
was investigated. In the studies by Kornell and Bjork
(2007) and Karpicke et al. (2009), some strategies were
more popular than others, but not all students endorsed
using the same ones. Neither study examined whether these
individual differences in strategy use were related to student
achievement. Of course, individual differences in the use of
study strategies are interesting from the perspective of how
students regulate their learning, but the use of these
strategies will matter most if they are related to student
5. achievement. Thus, when students are partitioned by grade
point average (GPA), will different patterns of study
strategies emerge?
Theories of self-regulated learning (SRL) claim that
learners use a variety of strategies to achieve their learning
goals, and that the quality of strategy use should be related
to performance (e.g., Winne & Hadwin, 1998; for a general
review, see Dunlosky & Metcalfe, 2009). Certainly,
strategies such as self-testing improve performance in the
laboratory and when administered in the classroom
(McDaniel, Agarwal, Huelser, McDermott, & Roediger,
2011; McDaniel & Callender, 2008). Nevertheless, it is not
evident whether this aspect of SRL theory largely pertains
to more controlled settings (e.g., in the lab or when
administered by a teacher) or is more broadly applicable
to settings in which students are responsible for regulating
their learning. Indeed, for several reasons, a relationship
between strategy use and achievement level is not guaran-
teed. First, the effectiveness of laboratory-tested strategies
may not be as robust when these strategies are applied in
the real world of student achievement, in which numerous
courses (spanning different contents and cognitive abilities)
contribute to students’ GPA. In fact, in a popular survey of
learning strategies (i.e., the Motivated Strategies for
Learning Questionnaire), the question most relevant to
self-testing (#55, “I ask myself questions to make sure I
understand the material…”) was not statistically correlated
with course grades (Pintrich, Smith, Garcia, & McKeachie,
1991). Moreover, the performance benefits of some
strategies are often largest after longer retention intervals
(e.g., Roediger & Karpicke, 2006), and hence their
contributions to exam performance may be limited by
many students’ propensity to cram the night before tests
(Taraban et al., 1999). Second, even if recommended
strategies are an effective means of improving GPA, it is
6. possible that successful students achieve their success in
spite of (1) using the same pattern of strategies as low
performers or (2) using even poorer strategy options. In the
former case, perhaps high and low performers choose the
same strategies, but high performers use them more adeptly.
In the latter case, perhaps other factors—such as
intelligence, prior experience, or degree of motivation—
overpower the differential use of study strategies in
determining GPA.
Given that the relationship between strategy endorse-
ment and GPA is uncertain, our primary goal was to
estimate the relationship between strategy use and GPA,
with a specific focus on students’ use of self-testing and
how students schedule their study time. To do so, we
administered an expanded version of Kornell and Bjork’s
(2007) survey. Additional questions were essential for
accomplishing our most critical aims (see Table 1): First,
three questions (8–10) addressed how students scheduled
their study time. The first two were relevant to when during
the day students studied and what time they believed would
be most effective. Afternoon and evening studying would
Psychon Bull Rev (2012) 19:126–134 127
Table 1 Study habit survey and response percentages
Questions Choices Kornell and Bjork
(2007)
Present
Study
1 Would you say that you study the way you
7. do because a teacher (or teachers) taught you
to study that way?
Yes 20% 36%
No 80% 64%
2 How do you decide what to study next? Whatever’s due
soonest/overdue 59% 56%
Whatever I haven’t studied for the
longest time
4% 2%
Whatever I find interesting 4% 5%
Whatever I feel I’m doing the worst in 22% 24%
I plan my study schedule ahead of time,
and I study whatever I’ve scheduled
11% 13%
3 Do you usually return to course material to
review it after a course has ended?
Yes 14% 23%
No 86% 78%
4 All other things being equal, what do you
study more for?
Essay/short answer exams 29% 20%
8. Multiple-choice exams 22% 22%
About the same 49% 58%
5 When you study, do you typically read a
textbook/article/other source material
more than once?
Yes, I reread whole chapters/articles 16% 19%
Yes, I reread sections that I underlined/
highlighted/marked
60% 64%
Not usually 23% 17%
6 If you quiz yourself while you study (either
using a quiz at the end of a chapter, or a
practice quiz, or flashcards, or something
else), why do you do so?
I learn more that way than I would
through rereading
18% 27%
To figure out how well I have learned
the information I’m studying
68% 54%
I find quizzing more enjoyable than reading 4% 10%
I usually do not quiz myself 9% 9%
9. 7 Imagine that in the course of studying, you
become convinced that you know the answer
to a certain question (e.g., the definition of a
term in psychology). What would you do?
Make sure to study (or test yourself on)
it again later
36% 46%
Put it aside and focus on other material 64% 54%
8 What time of day do you most often do your studying?
Morning N/A <1%
Afternoon N/A 11%
Evening N/A 69%
Late night N/A 20%
9 During what time of day do you believe your
studying is (or would be) most effective?
Morning N/A 15%
Afternoon N/A 27%
Evening N/A 50%
Late night N/A 9%
10 Which of the following best describes your
pattern of study?
I most often space out my study sessions
10. over multiple days/weeks
N/A 47%
I most often do my studying in one session
before the test
N/A 53%
11 What is your current college grade point average? 0.0–1.6
N/A 0%
1.7–2.1 N/A 7%
2.2–2.6 N/A 17%
2.7–3.1 N/A 24%
3.2–3.6 N/A 36%
3.7–4.0 N/A 17%
12 Which of the following study strategies do you
use regularly? (Please check off all that apply.)
test yourself with questions or practice problems N/A 71%
use flashcards N/A 62%
recopy your notes N/A 33%
reread chapters, articles, notes, etc. N/A 66%
make outlines N/A 22%
128 Psychon Bull Rev (2012) 19:126–134
11. better match college students’ peak diurnal rhythms (May,
Hasher, & Stoltzfus, 1993), and hence might be related to
GPA. Question 10 concerned whether students spaced or
massed their studying, and given the literature on the
superiority of spaced practice (over massed; Cepeda,
Pashler, Vul, Wixted, & Rohrer, 2006), we expected a
consistent relationship between GPA and spacing (vs.
massing) study. Second, a checklist of popular study
strategies (Question 12) was included, because the original
survey by Kornell and Bjork largely concerned why
students used a particular strategy (e.g., self-testing), so
the addition of this checklist was vital for estimating the
relationship between strategy use and GPA.
Method
Participants
A group of 324 participants (72% female, 28% male) were
recruited from the KSU participant pool, which mainly
consists of students enrolled in introductory psychology
courses. Introductory psychology enrollment included 78%
freshmen, 15% sophomores, 4% juniors, and 2% seniors
during the semesters the survey was administered. Given
that introductory psychology is a popular course that is
required by many programs across KSU, this pool includes
a diverse population of students cutting across colleges and
majors. Students received credit in their courses for
participation.
Procedure
The survey described above (see Table 1) was administered
12. to these 324 students. They were instructed to fill out the
survey, which typically took less than 10 min to complete.
Even though GPA was self-reported (Question 11,
Table 1), it was expected to be highly related to actual
GPA, with any systematic inaccuracy working against the
hypothesis that strategy use would be related to GPA.
Namely, Bahrick, Hall, and Dunlosky (1993) investigated
the accuracy of self-reported and actual grades, and they
found that students with higher GPAs made accurate
reports, whereas the largest discrepancies occurred for the
poorest-performing students, who typically overestimated
performance. Any overestimates of GPA from the poorer
students in the present study would attenuate strategy–GPA
relationships, and hence would work against the expect-
ations from SRL theory.
Results
Our focal analyses involved comparing GPA to strategy use
(and most notably, the use of self-testing strategies).
However, below we first report the overall responses to
the strategy questionnaire (a) to evaluate whether our
survey results replicated those of Kornell and Bjork
(2007), (b) to discuss our new results concerning how
students schedule their study (Questions 8–10, Table 1),
and (c) to highlight possible individual differences in
strategy use (Question 12).
Response proportions
The first seven questions were identical to those used by
Kornell and Bjork (2007), and Table 1 shows a side-by-side
comparison of the response percentages at UCLA and those
of the present study. Most striking is the similarity between
13. the two sets of responses. The median difference between
the responses is only 6 percentage points, and the rank
orders of the percentages of responses are nearly identical
across the two sites. Highlights include that most students
reported using self-testing (Question 6) as a metacognitive
tool to evaluate their progress and not as a means to boost
performance, although self-testing can serve this dual
purpose. Also, most students reported scheduling practice
by focusing on whatever was due the soonest (Question 2),
although individual differences in scheduling did arise, with
some students (13%) developing plans on how to schedule
time. Two apparent differences between the sites are that
more students in the present study endorsed that they use
Table 1 (continued)
Questions Choices Kornell and Bjork
(2007)
Present
Study
underline or highlight while reading N/A 72%
make diagrams, charts, or pictures N/A 15%
study with friends N/A 50%
“cram” lots of information the night before the test N/A 66%
ask questions or verbally participate during class N/A 37%
other (Please describe:__________) N/A 6%
Psychon Bull Rev (2012) 19:126–134 129
14. self-testing because they learn more (Question 6), and more
claimed that a teacher taught them how to study (Question
1). Given the few differences across sites, however, we
caution against any interpretation of these apparent differ-
ences and instead emphasize the consistency in student
responding.
Results from the new questions (8–10) provided further
information about how students schedule study. Concerning
time-of-day schedules, most students reported studying in
the evening (and 20% report studying late at night), and
fewer than 15% reported studying during the afternoon or
earlier, even though 42% of the students indicated that
studying was most effective in the afternoon or morning.
More important, students were about evenly split (Question
10) with respect to whether they reported spacing or
massing their studying. Those who reported massing their
study also were more likely to report cramming (Question
12)—gamma correlation = .75—which provides a cross-
validation of responses to these related questions.
Finally, as is evident from responses to students’ regular
use of strategies (Question 12), substantial individual
differences occurred in reported strategy use. For example,
many—but not all—students reported self-testing (71%) or
rereading (66%) during study, which was consistent with
the popularity of these strategies found by Karpicke et al.
(2009). Other strategies, such as asking questions or
verbally participating during class, were endorsed less
frequently and might indicate neglect of valuable strategies,
if such strategies are indeed associated with higher
achievement. Thus, we now turn to our main question:
Were any of these individual differences in strategy use or
scheduling related to GPA?
15. Relationship between GPA and strategy use
To evaluate whether various strategies from the checklist
(Question 12) were related to GPA, we computed a
Goodman–Kruskal gamma correlation between whether
students endorsed using a given strategy (0, 1) and their
reported GPA (where each was assigned the midpoint grade
within the category chosen in Question 11).
GPA and Self-testing As is reported in Fig. 1, self-testing
was best reflected by two strategies in Question 12: “test
yourself with questions or practice problems” and “use
flashcards.” Endorsing the general strategy of testing oneself
was significantly related to GPA (gamma = .28, p = .001),
whereas using flashcards was not (gamma = −.03, p = .76).
This discrepancy between self-testing and flashcards was
unexpected and will be addressed in the Discussion
section.
Both Kornell and Bjork (2007) and the present survey
found that students reported using self-testing for different
means (Question 6). Are these differences in how self-
testing is used related to student achievement? One
possibility is that students who endorse using self-testing
as a metacognitive tool (vs. a learning strategy) benefit
most from its use, because the metacognitive feedback from
self-testing is presumably used to allocate further study
time. Although possible, responses to why students tested
themselves (Question 6) were not related to GPA. As is
shown in Fig. 2, the most common reason for self-testing—
endorsed by 50%–60% of students at all GPA levels—was to
determine how well information had been learned.
GPA and Scheduling Relevant to scheduling, we examined
16. the responses from Questions 2 (“How do you decide what
to study next”), 8 and 9 (time-of-day schedules), 10 (pattern
of spacing vs. massing study), and the checklist strategy
(Question 12) pertaining to cramming. For the first three
questions (2, 8, and 9), we plotted the numbers of students
endorsing each response option as a function of GPA.
Figure 3 includes values for Question 2, and Fig. 4 includes
values for Questions 8 (left panel) and 9 (right panel)
pertaining to time-of-day scheduling. Figure 3 shows that
although many students are heavily influenced by impend-
ing deadlines (what’s due soonest/overdue) when deciding
what to study next, this scheduling practice is especially
true for low performers. By contrast, although relatively
few students overall (13%) schedule their study ahead of
time, high performers are more likely to do so. Regarding
time of day, Fig. 4 shows similar rates of beliefs about
effective study times for students at all GPAs (right panel),
but somewhat different patterns of actual studying (left
panel) in which the lowest performers are most likely to
engage in late-night studying.
0
10
20
30
40
50
60
70
17. 80
90
100
test yourself with questions
or practice problems
use flashcards
Which strategies do you use regularly?
%
o
f
st
u
d
en
ts
e
n
d
o
rs
in
g
18. 1.7-2.1 GPA 2.2-2.6 GPA 2.7-3.1 GPA 3.2-3.6 GPA 3.7-4.0
GPA
Fig. 1 Percentages of students reporting regular use of self-
testing
and flashcards (in the Question 12 strategy checklist, Table 1),
displayed as a function of GPA level. Respondents could select
as
many strategies as desired
130 Psychon Bull Rev (2012) 19:126–134
Regarding how study was scheduled (Questions 10 and
12 about cramming), we correlated the students’ responses
to these questions with GPA. Although the correlations
were in the expected direction, quite surprisingly, they were
not statistically significant for either Question 10 (about
spacing study: gamma = .12, p = .15) or 12 (about
cramming: gamma = −.16, p = .08). Thus, students who
report scheduling practice across sessions (which should be
the more effective strategy) did not appear to reap a clear
benefit in terms of GPA.
Regression analysis for strategies in Question 12
The strategies from the checklist in Question 12 were only
weakly intercorrelated (rs ranged from −.23 to .24), and an
exploratory factor analysis did not yield any reliable or
interpretable underlying factors. Thus, each strategy was
treated as a separate variable rather than being combined
with others. Given that the response format was identical for
all strategies in Question 12, we evaluated their contributions
to GPA by conducting a single regression analysis, which
19. would hold the familywise error rate to .05. The regression
analysis was consistent with the conclusions drawn above.
The significant standardized regression coefficients were as
follows: test yourself (β = .18, p = .003), reread chapters and
notes (β = .12, p = .035), make outlines (β = −.12, p = .045,)
study with friends (β = −.11, p = .044), and, approaching
significance, cramming (β = −.11, p = .064). None of the
remaining strategies significantly predicted GPA.
Discussion
Data from this survey replicated the major outcomes of
Kornell and Bjork (2007) and Karpicke et al. (2009):
College students reported using a self-testing strategy
(Fig. 2) largely for monitoring their learning progress, and
also reported the use of a variety of other strategies, such
as rereading and not studying what they already know.
Consistent with expectations from SRL theory, the present
study also revealed that some of these strategies are
related to college students’ GPAs. Perhaps most impres-
sively, the use of a self-testing strategy—which boosts
performance when administered by an experimenter or
teacher (Roediger & Butler, 2011)—is also related to
student success when used spontaneously for academic
learning. As is shown in Fig. 1, almost all of the most
successful students (GPA > 3.6) reported using this
strategy, and its reported use declined with GPA.
A major issue is the degree to which these benefits of
self-testing will generalize to different kinds of tests (e.g.,
multiple choice, free recall, or essay), different course
contents (e.g., biology, psychology, or philosophy), stu-
dents with differing abilities, and so forth. Current evidence
suggests that self-testing has widespread benefits across
different kinds of tests, materials, and student abilities. For
20. instance, self-testing by recalling the target information
boosts performance on subsequent recall and multiple-
choice tests of the target information, and it also boosts
performance on tests of comprehension (for reviews, see
Roediger & Butler, 2011; Roediger & Karpicke, 2006; and
Table S1 from Rawson & Dunlosky, 2011). Nevertheless, it
undoubtedly will not be useful for some courses, and if so,
our present results may underestimate the power of self-
testing, because the composite GPA would reflect courses in
which testing would (and would not) matter. On the basis of
this rationale and the positive evidence from the present
study, future research should examine self-testing and
grades for specific classes that vary in the degrees to
0
10
20
30
40
50
60
70
80
90
100
21. I learn more that
way than I would
through rereading
To figure out how
well I have learned
the information I'm
studying
I find quizzing more
enjoyable than
rereading
I usually do not
quiz myself
If you quiz yourself, why do you do so?
%
o
f
st
u
d
en
ts
e
n
d
22. o
rs
in
g
1.7-2.1 GPA 2.2-2.6 GPA 2.7-3.1 GPA 3.2-3.6 GPA 3.7-4.0
GPA
Fig. 2 Percentages of students
selecting each response option
for the reasons one might self-
test (Question 6, Table 1), dis-
played as a function of GPA.
Respondents could select only
one reason that best represented
their habits
Psychon Bull Rev (2012) 19:126–134 131
which they afford self-testing as a potentially effective
strategy.
Reported use of rereading was also related to GPA,
which might be viewed as surprising, given that rereading
does not always improve performance in the laboratory
(e.g., Callender & McDaniel, 2009). When used correctly,
however, it can boost retention and performance (e.g.,
Rawson & Kintsch, 2005), and the present rereading–GPA
relationship may in part arise from students who read (a lot)
versus those who do not read. In contrast to rereading, other
reported strategies that presumably are effective did not
predict GPA. In particular, the reported use of outlines and
collaborative learning demonstrated slightly negative rela-
23. tionships, and the use of diagrams and highlighting were
not significantly related to GPA. These outcomes are
provocative, because many students believe that these
strategies are beneficial when in fact they will not always
boost learning. For instance, although studying with friends
may have some benefits, students may not always collab-
orate appropriately when studying together. Also, high-
lighting by a textbook publisher or instructor can improve
performance, but students’ use of highlighting has been
shown to yield mixed results, depending on the skill of the
user (e.g., Bell & Limber, 2010; Fowler & Barker, 1974).
Thus, at least some of these strategies may actually be
relatively inert when used by typical students. Based on the
present study, however, it would be premature to conclude
that these strategies hold absolutely no benefits for student
success, because the survey did not measure how often a
given student used each strategy and how well the
strategies were used. Even self-testing (which was related
to GPA) can be used ineffectively, such as when students
test themselves by evaluating their familiarity with a
concept without trying to recall it from memory (cf.
Dunlosky, Rawson, & Middleton, 2005). An exciting
avenue for future research will be to develop methods that
0
10
20
30
40
50
24. 60
70
80
90
100
Whatever's due
soonest/ overdue
Whatever I haven't
studied for the
longest time
Whatever I find
interesting
Whatever I feel I'm
doing the worst in
I plan my study
schedule ahead of
time, and I study
whatever I've
scheduled
How do you decide what to study next?
%
o
25. f
st
u
d
en
ts
e
n
d
o
rs
in
g
1.7-2.1 GPA 2.2-2.6 GPA 2.7-3.1 GPA 3.2-3.6 GPA 3.7-4.0
GPA
Fig. 3 Percentages of students
selecting each response option
for how they decide what to
study next (Question 2, Table 1),
as a function of GPA. Respond-
ents could select only one an-
swer that best represented their
habits
0
10
20
27. d
o
rs
in
g
1.7-2.1 GPA 2.2-2.6 GPA 2.7-3.1 GPA 3.2-3.6 GPA 3.7-4.0
GPA
Fig. 4 Percentages of students
endorsing morning, afternoon,
evening, or late-night study
times, as a function of GPA. The
left panel shows the time of day
studying was typically done
(Question 8, Table 1), and the
right panel shows the time of
day that respondents believed is
(or would be) most effective for
study (Question 9). For each
question, respondents could se-
lect only one time of day that
best represented their habits or
beliefs
132 Psychon Bull Rev (2012) 19:126–134
allow researchers to describe students’ study behavior at a
more fine-grained level, such as how often they use self-
testing and exactly how they use it to monitor learning.
Although self-testing predicted GPA, the use of flash-
28. cards—a popular form of self-testing—unexpectedly did
not. In fact, these two strategies were unrelated in the
present study (r = .02, p = .68) and might be perceived as
different by students. Among students who reported regular
use of flashcards, approximately 30% did not report self-
testing, which suggests that many flashcard users do not use
them to self-test. Flashcards may often be used non-
optimally in vivo, such as when students mindlessly read
flashcards without generating responses. Even when they
are used appropriately, flashcards may be best suited to
committing factual information to memory and not equally
effective for studying all types of materials. In contrast,
self-testing could also include answering complex questions
or solving practice problems, which might encourage
deeper processing and yield larger payoffs in performance
across many types of materials and courses.
Even those strategies that best predicted GPA were only
weakly predictive, which might suggest that students’
strategy choices have little consequence for their grades.
Are other factors—such as motivation, interest, intelli-
gence, environment, or competing demands—simply more
important? Although possible, several reasons exist for why
the correlations observed in the present study are expected
to be small, even if some strategies are effective over a
wide range of students, tests, and content (e.g., self-testing;
Roediger & Butler, 2011). First, different students might
have had different courses in mind (e.g., calculus vs.
philosophy) when responding to the survey, which would
create variability in responding and could obscure strategy–
GPA correlations. Future research might overcome this
limitation with test–retest methods, longitudinal follow-
ups, or more context-specific questions. Second, any
strategy could be used well or poorly. This variability in
how well strategies are used would obscure how
valuable they might be if used ideally. And, third, the
29. present survey asked students to report whether they did
or did not use a given strategy regularly (binary
responses), rather than how much or how often a
strategy was used. Future research will benefit from
measuring the degree of usage (a continuous response
scale), which might enhance the ability of study strategies
to account for variance in performance.
A unique aspect of the present study was the investiga-
tion of students’ time management. Differences in sched-
uling did arise between the highest and lowest achievers,
with the lower achievers focusing (a) more on impending
deadlines, (b) more on studying late at night, and (c)
almost never on planning their study time. Reports of
spacing study (vs. cramming) were not significantly related
to GPA, even though spaced (vs. massed) practice is known
to have a major impact on retention (Cepeda et al., 2006).
Although this outcome is surprising, cramming the night
(and immediately) before an exam might support relatively
good exam performance, even though students who use this
strategy might remember little of the content even a short
time after the exam. Furthermore, scheduling study sessions
in a spaced manner may afford the use of other strategies,
which themselves improve student success. Although these
ideas are speculative, post-hoc analyses indicated that the
reported use of spacing (vs. cramming) was significantly
related to the use of more study strategies overall (r = .15,
p < .009; combined Question 12 reports) and, in particular,
was related to the use of self-testing (r = .11, p = .05) and
rereading (r = .15, p = .007). These relationships are small,
but they do suggest that spacing may support the use of
more effective strategies.
In summary, low performers were especially likely to base
their study decisions on impending deadlines rather than
30. planning, and they were also more likely to engage in late-
night studying. Although spacing (vs. massing) study was not
significantly related to GPA, spacing was associated with the
use of more study strategies overall. Finally, and perhaps most
importantly, self-testing was a relatively popular strategy and
was significantly related to student achievement.
Author note Many thanks to Katherine Rawson for comments on
an
earlier version of the manuscript. This research was supported
by a
James S. McDonnell Foundation 21st Century Science Initiative
in
Bridging Brain, Mind and Behavior Collaborative Award.
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http://dx.doi.org/10.3758/s13421-010-0035-2
http://dx.doi.org/10.1037/a0023956
Reproducedwithpermissionofthecopyrightowner.Furtherreproduc
tionprohibitedwithoutpermission.
Study strategies of college students: Are self-testing and
scheduling related to
achievement?AbstractMethodParticipantsProcedureResultsResp
onse proportionsRelationship between GPA and strategy
useDiscussionReferences
Assignment
For discussion this week, I would like you each to apply the
34. ideas behind the planning for Barcelona and Vienna to
something more tangible. We’ll do this through an exercise that
I often assign in class. After reading the lecture and excerpt
from Sitte’s book, take a close look at the current university
campus map; I’ve uploaded a pdf on the main Moodle page by
this week’s readings. (For San Diego students, you may not be
familiar with the Burbank campus, so you can either work with
the map of our campus, or work from a section of San Diego’s
street plan). I would like you to discuss how you might
approach a campus extension/redesign using the approaches of
Cerda and Sitte. Describe how each planner might reorient the
main spaces of the campus. Be as specific as possible, both
explaining the main elements of the planner’s schemes and
providing your own examples of how these ideas might translate
to our own campus space (or San Diego’s urban
landscape). You may upload sketches if you would like, but be
sure to include a written description as well.
In addition to this exercise, I also need one more piece of
information for departmental use. Please tell me whether you
would be taking this course if it was not in online format.
So, to recap:
1. Would you be taking this class if it was not in online
format?
2. How might Cerda and Sitte approach redesigning the
Woodbury campus (or a portion of San Diego)?
My answer
1- Yes I would, because I think in this class we need to gather,
and watch some videos, and look at some case studies together
as group. However I have many classes in this semester, so I do
not know if I would take it, having this busy schedule.
2- Cerda would completely redesign Woodbury. Because
Woodbury is way off his original plan specified, so I think he
will widen the entrance to at less 25 m, to have more space for
35. the cars, and the entrance should be wider to be more
welcoming.
Also he will get rid of some buildings, since Woodbury has
more than 50 percent block’s surface.
Those building that he would get rid of will be replaced to
gardens.
Sitte’s I think he would not completely redesign Woodbury
because Woodbury’s path already arranged not in a formal way
but in irregular way, so that one think Sitte was talking about.
But Sitte would change some streets types to have variety of
street types.
For the plaza I think Sitte would make some changes on it, to
have the plaza adequately sized and proportional to all the
buildings.
Professor response
Abdullah,
Can you be more specific about how Sitte would redesign the
plaza? What elements would he add to make the space feel
more "human?" Also, what would Cerda do with the campus
center if he needed to plan an extension surrounding he campus?
I NEED TO RESPONSE TO HER AFTER READING THE
OTHER ATTACHMENT THAT I INClUDED (SITTE) .