The Issue Of Refugees Of The United States - 809 Words

Eduardo Machado, Anna-Charlotte Intindola, Joseph D Alessio, Ashley Thomas U.S. History I Honors Mr. Dwyer 20 November 2015 Congresstional A thought regarding the recent attacks in Paris, France: 129 people were killed by Middle Eastern extremists, and 433 others were rushed to the hospital, critically injured. The refugees residing in France come from countries in states of civil war, turmoil and great danger. Similar situations occur in the United States, the issue of refugees is extremely controversial. American citizens can all agree that growing up in the United States has taught us to stand united and have pride in our nation, but are we truly united? It appears not concerning fugitives in our country. To achieve progress in our country today, modern politicians need to overcome the Congressional Gridlock and arrive at a decision. It is apparent that the age in which we live, given how advanced technology is today, allows for easier and faster communication than what has ever been available for humans. Growing up in an age of advanced technology has exposed us to the conditions and state of unity in other countries. Given this, it is profoundly ironic that Congress, an organized body, would have such difficulty in passing laws based on refugees throughout the nearly eight year tenure of Barack Obama. The continuous debates in Congress over the residence of refugees reveals that America, the country that once was the very definition of unity, is nowShow MoreRelatedWho Should Determine Refugee Policy870 Words   |  4 Pagesfundamental definition of refugees include natural disaster, war, class oppression, national oppression, religious, racial discrimination, change of borders and so on. They were forced to leave their homeland because of some or all of the possible reasons. And the United Stated have been working towards the largest refugee camp in the world due to U.S. policy and diplomacy. After the mid 1970s, a prominent American immigration policy issue facing the problem of refugees, especially after the endRead MoreRefugees Admitting Of Resettlement Processing Essay1426 Words   |  6 Pages Hassan Alnesery English # 101 Essay #2 Refugees Admitting of Resettlement Processing in the United States UNHCR organization affiliated United Nations is dedicated to the protection of refugee. The UNHCR Organization has a duty to find durable solutions to their issues in the several regions in the world. There are three kinds of solutions to the refugees And asylum seekers include; voluntary returnees to their origins of country, reintegration in countries thatRead MoreShould America Take The Risk Of Letting Refugees Into The Country1322 Words   |  6 Pagesat any cost, or have Americans become too comfortable to remember how hard life really can be. With one of the largest refugee crisis happening in the world today, Americans have to face a critical decision. Should America take the risk of letting refugees into the country to help humanity. First, before one can make an informed decision one must understand what a refugee is. According to the American Immigration Council, a refugee is anyone unwilling to return to their country due to fear of persecutionRead MoreShould America Take The Risk Of Letting Refugees Into The Country1330 Words   |  6 Pageshave become too comfortable to understand the trials and tribulation that other countries face. With one of the largest refugee crisis happening in the world today, Americans must face a critical decision. Should America take the risk of letting refugees into the country to help humanity. First, before one can postulate an informed decision one must understand what a refugee is. According to the American Immigration Council, a refugee is anyone unwilling to return to their country due to fear ofRead MoreRefugees Of The Un Refugee Agency1526 Words   |  7 PagesRefugees. There are a large number of them, but what does that mean? Well, according to US Citizen and Immigration Services, refugees are, â€Å"people who have been persecuted or fear they will be persecuted on account of race, religion, nationality, and/or membership in a particular social group or political opinion.† (USCIS, 2015) In other words, they are pushed out of their country for fear of their lives. This then creates the issue of where they end up. According to the UN Refugee Agency, thereRead MoreThe War Is Tearing The Country Of Syria Apart1074 Words   |  5 PagesMore than four million refugees fled to these lands and thousands more fled to other countries. Now in 2015 the refugee count is up to over 4,000,000 refugees along with more refugees crossing in European Union member states (Rogers, Syria: The story of the conflict - BBC News). Now these European countries face the issue of holding more population than the government was designed to provide for. The crisis of the refugees is also beginning to spread to the United States. Michigan is willing toRead MoreRefugee Process Supports Reintegration Chances For Refugees And Asylum Seeker Essay1207 Words   |  5 Pagesresettlement process supports reintegration chances for refugees and asylum seeker and it gives an approach to a sustainable peace-building through their empowerment. There some benefits but despite those things resettlement practices has some challenges as well for refugees and host both countries. Resettlement policy and practices can be analyzed by different context and perspective. In the United States, resettlement policy has become a humanitarian issue which related to human rights and social justiceRead MoreThe United States Federal Government942 Words   |  4 PagesThe United States federal government should limit the influx of refugees into the United States. Currently, three different entities oversee the United States Refugee Admissions Program. These entities are the Bureau of Population, Refugees, and Migration, which falls under the Department of State, The Office of Refugee Resettlement, which is headed up by the Department of Health and Human Services, and select offices within the Department of Homeland Security. U.S. Citizenship and Immigration ServicesRead MoreEconomic and Sociological Perspective on the Book, Outcasts United1716 Words   |  7 PagesOutcasts United from Economic and Sociological Perspective Outcasts United by Warren St. John is a wonderful book about a community of refugees who live in Clarkston, Georgia and their struggles to adapt with foreign environment of the United States. The book tells the stories of refugees that come from different background and countries in which they are connected together by an American- educated Jordanian woman called Luma Mufleh. Despite their difficulties in establishing new identity, theyRead MoreThe Right Of Refugees From The Syrian Civil War1590 Words   |  7 PagesThe right of refugees to be granted refuge in another country has been a major human rights issue of our time. A refugee, according to international refugee law, is â€Å"all of those who flee persecution on the basis of religion, race, nationality, political opinion, or membership in a particular social group† (Goldenziel 2). In this particular case I will examine how Syrian refugees have faced persecution as a result of generalized violence from the Syrian C ivil War. This is the worst humanitarian

Gender Discrimination at Wal-Mart Essay - 1397 Words

Introduction Discrimination continues to run rampant throughout organizations in both the United States and worldwide. The Supreme Court case, Dukes vs. Wal-Mart Stores, Inc., dealt with 1.5 million current and former female Wal-Mart employees that claim that they had been a victim of gender discrimination. The ensuing pages will discuss the specific issues that the plaintiffs encountered, followed by suggestions from a human resource manager’s stand point in rectifying adverse impact within the Wal-Mart organization. Gender Discrimination at Wal-Mart In the case of Dukes vs. Wal-Mart Stores Inc. (Dukes), the court found that there was a lack of significant proof that Wal-Mart had a general policy of discrimination (Schipani,†¦show more content†¦The plaintiffs involved in the Dukes case claimed to have endured sexist comments while receiving lower pay and watching their male counterparts advance at a quicker rate. (Bernardin Russell, 2013). They also claimed that the male dominated departments such as sporting goods, hardware, and garden, generally paid higher wages while offering more opportunities for advancement (Bernardin Russell, 2013). Statistically, women in hourly positions at Wal-Mart make $1,100.00 less annually than male hourly employees, and the salaried gap is $14, 500 a year (Hart, 2006). Researchers have proposed a variety of explanations for systematic gender inequality in the workplace. Cultural benefits, the actions of male employees, the actions of the female emp loyees, and the actions of the employer can contribute to intentional or unintentional gender discrimination (Ngo, Foley, Wong, Loi, 2003). It has also been mentioned that women make less money because their work environment is generally safer than the stereotypical male work environment; childcare, cashiers, and secretary positions as opposed to firefighters, truck drivers and construction workers (Parcheta, Kaifi, Khanfar, 2013). Perhaps the most dominant reasoning for women receiving less pay is the carrying over of biological roles into the workplace. Female employees often take time off to have a family, take care of a family, and are the primary caregiver of said family.Show MoreRelatedCurrent Ethical Issue in Business1476 Words   |  6 Pages Globally, Wal-Mart is the second largest revenue generating company. It is surprising to see so many discriminating issues within the company. Women working for the company are consistently treated unfairly, yet other issues exist. It is as if Wal-Mart has fallen into the negative economic routine. The company is guilty of everyday social discrimination; gender discrimination is just one main focus of our discussion. The affects of gender discrimination affect how women are treatedRead MoreWal-Mart Sex Discrimination Lawsuit1610 Words   |  7 PagesRunning head: WAL-MART SEX DISCRIMINATION LAWSUIT WAL-MART SEX DISCRIMINATION LAWSUIT Largest Case in US History Revives a Longstanding Debate By: Tambra Sullivan Minot State University BADM 537 Human Resource Management August 2011 Abstract The sex discrimination case against Wal-Mart, in which the U.S. Supreme Court handed an important victory to the retail chain on June 20, 2011, revives a longstanding debate: are disparities in the workplace due primarily toRead MoreWal-Mart Unethical Business Practice873 Words   |  4 PagesMANAGEMENT ESSAY WAL-MART UNETHICAL BUSINESS PRACTICE * General Description Wal-Mart is an American company specialized in mass-market retailing, founded by Sam Walton in 1962 in Arkansas. He made it into the leader in discount retailing that is today. In fact, the company is worldwide extended. With 16’389 billion $ of profit, Wal-Mart is the first world company in terms of sales and is considered as the biggest company in the United States. According to PBS, â€Å"Wal-Mart employs more peopleRead MoreWomen vs Walmart1358 Words   |  6 PagesWOMEN VERSE WAL-MART Women Verse Wal-Mart, the Largest Class Action Lawsuit in History Jeremy Banks LEG100 October 31, 2012 Professor, Harden WOMEN VERSE WAL-MART Abstract Women nationwide have joined a class action lawsuit against Wal-Mart. The women are suing based on gender bias. They claim men are promoted faster and receive higher pay. This is especially noticed in the management ranks. The lawsuit could have been avoided with better training within the companyRead MoreWalmart and Its Associates Efficient Operator or Neglectful Employer1479 Words   |  6 PagesSexual Discrimination 4 Dominance Policies 4 Unionisation 5 Wal-Mart: Past and new allegations 5 Conclusion 6 References 7 Introduction: Ethical Issues (Appendix A) Wal-Mart had been criticized for its worst CSR practices which includes low wages for the employees (Karen, 2004). Immoral activity of paying low for more and the overtime works had been held (Karen, 2004) .The quantitative records of designations in the company showed that Wal-Mart had sexual discrimination in its organizationRead MoreEssay about Case Analysis - Walmart Staffing1563 Words   |  7 PagesCase Analysis: Staffing Wal-Mart Stores Wal-Mart has been ranked in the Fortune’s list of the top 100 companies to work for in the United States (Mark, 2003). Wal-Mart had increased their workforce from 1996 to 2001 by almost 50 percent, of which the percentage of women decreased from 67 percent to 64 percent during this time. Wal- Mart had used a hierarchical human resources (HR) structure that consisted of several levels of management, divisions, and regions. â€Å"In 2001, management employeesRead MoreSex Discrimination at Walmart Essay1132 Words   |  5 PagesSex Discrimination at Wal-Mart OMM640 Business Ethics and Social Responsibility Dr.: David Britton May 14, 2012 Betty Dukes along with five other women filled a law suit against Wal-Mart Inc. in 2001 for discrimination against women, denying them their raises and also their promotions. Betty Dukes and the other women hope that they can stand for hundreds of thousands of other women who might have been similarly affected by this type of behavior when they wereRead MoreWal Mart1969 Words   |  6 Pages a. What are the functions of Wal-Mart for society? Wal-Mart is an  American  multinational retail corporation and one of the leading discount department retail stores (Wikipedia).  It is the highest- grossing company in the United States (Fortune 2008a), and is by far one of the most successful companies worldwide. Wal-Mart offers a place to buy the majority of our goods under one roof like electronics, furniture, clothing, pharmacy, sports, food, books etc. Wal-Mart sells good at lower price thanRead MoreDiscrimination in the Workplace1265 Words   |  6 Pages Why does discrimination occur at workplace? There are multiple explanation for the issue. It can be ranged from generational differences, lack of diversity training, absence of good behavior modeling, and many other reasons. In every workplace, it is consists of different cultural, religious, and social backgrounds. There are different perspectives and conversations that take place at the workplace. An individual’s aspect on race, culture, sexual orientations, gender, and political views is disparateRead MoreWorking Like an Elephant Eating Like an Ant Essay1231 Words   |  5 Pagespeople lives. In Up Against Wal-Mart, Karen Olsson describes unacceptable ways by which Wal-Mart treat their employee while Sebastian Mallaby in â€Å"Progressive Wal-Mart. Really† views same company as a savior to the poor and low income families. We can see the pro and con from both sides. Threatening employee from forming union, violation of the equal pay law, zero payment for overtime, paying below the minimum wage, rub Paul to pay Apollo. To see whether the Wal-Mart reaction against its employee

Effective Study Skills and Academic Performance free essay sample

Introduction Effective study skills are necessary for a college student to excel academically. The student must develop these skills in order to retain information learned in the present for their future benefit. Study skills can be a combination of several techniques, including time management, note-taking, self-testing, and test-wiseness, to name a few. There is no one best way to study, therefore, techniques can be tailored to the needs of the student to achieve the most optimal result. However, diagnostic testing is also available to assist students in assessing their weaknesses in their learning behaviors and study habits. Research has shown that effective study skills lead to improved academic performance. The habits that students develop during their college years will remain with them long after graduation and will be reflected in their performance in the workforce. This paper will provide insight into the different techniques that improve study skills, and in turn, improve academic performance. The Merriam – Webster Dictionary defines the word study as the application of the mental faculties to the acquisition of knowledge, which can be in a particular field or to a specific subject. The dictionary then defines skill as the ability to use ones knowledge effectively and readily in execution or performance. A rather general combination of the two terms would yield, learning and motivational strategies considered essential in being successful in college (Tuckman, 2003 page). A more in depth conceptualization of the term is the competence in acquiring, recording, organizing, synthesizing, remembering, and using information and ideas, and are among the skills that can be modified for learners of all ages (Harvey, 1995 page). In other words, study skills are systemized approaches to learning and retaining knowledge to apply to academic and non-academic progression in college and beyond college (White, 2004). Gettinger and Siebert (2002) concluded that effective study skills lead to positive results across multiple academic fields. Research has even shown that study skills yield benefit[s]†¦in areas beyond improving their academic performance (White, 2004, p. 38). Study skills are vital because they help to improve one’s retention of information, aid in strengthening one’s performance in classes and in evaluation, and to assist in applying information in real life or in work setting. Effective study skills can take the form of a range or combination of various learning strategies and techniques. All, when performed properly, increase the possibility of improved academic performance. Additionally, the amount of time spent studying in class can also increase a student’s likelihood to perform better academically. Research shows that it is unclear whether the amount of time spent studying is more important than having effective study habits. While a majority of college students lack the skill sets for effective studying, many researchers argue that it is the time spent studying that will have the greatest effect on performance. One study shows that upon entrance to college, most students are less prepared than their counterparts from decades ago (Nonis and Hudson, 2006). As the demands of college-level work increase, the motivation and time spent studying must also increase to maintain or improve academic performance. However, since 1987, time spent studying outside of class has steadily been on the decline (Higher Education Research Institute, 2003). Surveys taken by college freshmen from 413 of the nation’s colleges showed that only 34 percent of these students spent six or more hours per week studying during their senior year of high school. The assumption was made that study habits were carried forward into college and explain the lack of preparedness for students completing college-level work. In another study of college freshmen, the correlation between time spent outside of class on academic activities and the student’s grade point average was tested and found no evidence proving a direct relationship between the two variables (Nonis Hudson, 2006). In contrast, research was conducted with college students and found a direct relationship between amount of time studied and exam scores (Barbarick and Ippolito 2003). While the amount of time spent studying may have an unproven impact on academic performance, it is very important to acquire good study strategies to enhance the productivity of any time spent studying. According to Adams, Hurst, Petscher, Prevatt, and Proctor (2006), there is a link between study skills and academic success that has been supported by various studies. Although most educational structures are based on the assumption that students possess good study habits, many college students exhibit difficulty with various skills including: note-taking, ability to select main-ideas, test-wiseness, information processing, and self-testing (Kuhn, 1988). Going further, difficulty in school and poor performance on evaluations should not be attributed to lack of ability; but lack of the knowledge and application of these techniques. While students have been expected to possess certain study habits since grade school to complete homework and prepare for evaluations, little class time has been appropriated to cover techniques that enhance these skills. Whether it be a lack of emphasis on these skill sets from teachers or a lack of concern on behalf of students that leads to poor performance, it is essential to understand the proper use of these skills sets before combating other factors. Study skills should first be differentiated from other forms of school learning (Gettinger Seibert, 2002). To begin with, studying requires active involvement by students. Most lectures require listening and receiving of information with little room for processing and regurgitating. Study skills only become effective when a student is actively participating, analyzing, making inferences, and comprehending. Secondly, studying is personalized. Classroom learning is paced by the teacher’s speed and style and is guided by the needs and interaction of multiple students. Effective study skills are tailored to a student’s learning style and preference and should be paced according to a student’s ability to comprehend and apply the information. Finally, study skills require practice. While student’s get only one opportunity to learn a particular lesson in the classroom, effective studying thrives upon the premise that materials should be read and reread, homework should be done and redone, and notes should be written and remembered. Only when these factors are in place will the following techniques prove successful. Four important strategies to enhance the productivity of study time include: note taking, reading textbook material, self-testing, and test-wiseness. Contrary to popular belief, preparation for an exam should not begin when the teacher announces the exam. The importance of note-taking is to highlight certain topics that will likely appear on a future test. Holding consistently to this thought, preparation for an exam should begin when a student first takes the notes or listens to a lecture. Since most college professors use a lecture style of teaching, possessing great note-taking skills is critical to success. Different teachers lecture at different paces, cover different amounts of materials, allow different amounts of discussion time, and vary immensely based on several other variables. Nonetheless, a student must learn to capture the main idea of the lesson within their notes. Rereading notes immediately after class also increases the probability of retaining the information written. Students can then identify topics in the lesson that were unclear and either focus on these when reading the text or consult the teacher or a peer for further clarification (Kiewra, 1989). It is also necessary for students to study their notes throughout the semester. Though many believe that underlining and highlighting enhance memory of concepts, these techniques often include excessive information and eliminate critical components of the lesson. Students should focus, rather, on reading, remember, drawing inferences, and summarizing key points in the notes. These strategies should help embed the information in the student’s long-term memory. Since most information is comprehensive, it is also advisable to re-read notes prior to an upcoming class session and seek help on concepts that are unclear. Many times students fall behind when teachers build upon topics that have been taught but not understood. If a student can understand and remember more material when moving from topic to topic, it will be easier to prepare when an exam is announced. Textbooks are not only supplements to in-class lectures, but they elaborate in detail to concepts that have only been briefly covered during the lecture. In order to capture lecture information better, students should read assigned text materials prior to coming to class. By doing this, a student can gage what is important, organize the information into the concepts outlined in the text, and will find the lecture more meaningful. ( Ormrod, 1995) When reading, the student should pay close attention to the main points and titles within the text. According to Myron Dembo (2000), the uthor of Motivation and Learning Strategies for College Students: A Self-Management Approach, individuals learn best when they recognize or impose patterns of organization on content rather than studying isolated bits and pieces of information. (pg 248) These main ideas will probably be tested. Reading requires active thinking and participation. The reader should summarize material, draw inferences to inform ation the author may have omitted, apply the lesson to real life situations, ask and answer questions, and monitor comprehension of what is being read (Dole, Duffy, Roehler, and Person, 1991). The amount of information understood will determine a student’s ability to analyze and answer contextual, thought-provoking questions on examinations. There are numerous supplementary materials available to students to enhance their learning experience. Besides the library filled with books, there are textbook quizzes and assessments, homework and practice questions, online resources and tutorials, instructor’s handouts, prior exams, and a mass of other alternatives for students. Studying should not be limited to note taking and reading textbook materials. To maximize success, students should use all the resources available. Amongst these listed, self-assessments are most important. After each chapter, most textbooks or online supplements offer quizzes to ensure the information has been comprehended and remembered. By utilizing these resources, a student should be able to identify areas of weakness prior to the real examination. If the student cannot successfully complete these materials, it is highly probably that the student will perform poorly on class examinations. On the other hand, by utilizing these materials, students can maximize their study time and ensure they have effectively studied (McWhorter,1996). Students often perform poorly on examinations due to their inability to focus on material that will be covered on tests. While textbooks and notes hold an abundance of information, students should be able to pinpoint main ideas and major concept and focus the most attention on these concepts. A test-wise student understands certain techniques to successfully perform on exams and completes these steps prior to the examination. First, the student should find information that the teacher stressed heavily in class. Teachers will ften repeat concepts that are of major importance (Dembo, 2000). Secondly, the student must understand these concepts thoroughly and commit the information to memory. Cramming is not an effective study strategy to prepare for college-level examinations (Dembo, 2000). While it may prove successful for tests that require regurgitation of simple questions, students must fully understand the concepts and be prepared to analytically apply them to more complex situatio ns. Effective study skills are essential tools that directly affect a student’s academic performance. It is important for students to develop and utilize wide range of study skills and strategies in order to maximize the learning process needed for the particular material to be studied (Cukras, 2006). Most likely, the most efficient, or simplest, way of acquiring study skills is to enroll in a study skills course. Generally, study skills courses are offered at universities and colleges to equip students with the necessary tools to be able to handle the rigorous course work required by college programs. Research has indicated that there is no one best type of study skill. A study conducted by Grace-Ann Gorga Cukras (2006) at the Bronx Community College supports this statement. Nineteen students enrolled in the Reading and Study Skills Course were selected for the study. In a thirteen-week course, the study processes of encoding, organizing, monitoring, and employing a study plan were taught. Subjects would learn to use the most suitable process based on the text and the assignment (Cukras, 2006). During the course of the study, students were given reading assignments and were evaluated by examinations and review of their study strategy method. The results of the study emphasized the importance of identifying the task before selecting a study strategy, however did not conclude one effective method of studying. A strategic combination of the methods resulted in higher exam scores. The study however, did conclude that the choice of study strategy is also contingent upon the student and their personal preference of study strategy and their learning style: auditory or visual (Cukras, 2006). Another method of acquiring and enhancing study skills is by taking a diagnostic test like the Learning and Study Strategies Inventory, or LASSI. This test is a self-report tool designed to assess 10 areas of study skills and strategies including anxiety, attitude, concentration, information processing, motivation, selecting main ideas, self testing, study aids, test strategies, and time management (Adams et al. , 2006). This test identifies areas where students are strong and weak in their study skills and strategies, which then allows them to identify where improvement is needed. Additionally, Kras, Strand, Smith, and Mathesius (1999), suggest that study skills can evolve and originate in the classroom setting. Instructors can facilitate the learning of study skills in the classroom by focusing on five areas that teach students to take responsibility for studying and learning. These stages are: understanding and using study aids in a textbook, preparation and participation in class, critical thinking, displaying knowledge, and learning for learnings sake (Mathesius et al. , 1999). Effective study skills are an important tool in enhancing academic performance. Enhancing these skills can be acquired through many different avenues. Taking a course, self-monitoring, and learning study skills while in the classroom are effective ways of doing so. Students must be actively engaged in the learning process. Procrastinating can be detrimental to academic improvement. It can also result in unforeseen delays that can limit the amount of study time, resulting in sub par performance (Jackson, Weiss, Lundquist, Hooper, YEAR) The result of effective study habits include retention and understanding of material assigned and higher test scores, as seen in the study by Grace-Ann Gorga Cukras (2006). Academic performance is a measurement of a students learning effectiveness (Chong 1999) and mastery of a subject area. Previous studies in education and psychology have measured academic performance through classroom and exams (Chong 1999), standardized testing, homework assignment completion and quality (Bryan 2004), and grade point average (Sulaiman 2006). Academic performance in the undergraduate setting measures a student’s ability to master a subject area and its related pool of information. (Enright Powers 1987). Similar to performance measures at the high school level, students earn grades based on test scores and homework assignments. These tests and assignments are oftentimes based directly on information the student must commit to memory from a textbook or class discussions. However, in the college setting, students may also be evaluated more often on group assignments and presentations as well as participation. These added dimensions provide a more complex means of evaluating students than they may have experienced at the high school level. Academic performance in the graduate setting measures a students ability to critically analyze existing information available relative to a particular area of study and to provide value-added research and new contributions to the area of study. (Enright Powers, 1987). Although academic performance in the graduate setting can still be measured by quantitative measures (test scores, assignment scores, grades, GPA), the means by which these values are derived rests on more qualitative evaluation. In the graduate arena, more emphasis is based on the ability of a student to apply the knowledge learned in his or her undergraduate studies to critically analyze problems (Enright Powers, 1987). Therefore, performance may not necessarily rest on getting the right answer, but the students ability to exhibit a rational thought process using the information learned to arrive at a conclusion. Thus, academic performance in the graduate setting differs from that in the undergraduate setting in that students cannot rely singularly on regurgitating information, but they must exhibit an understanding of the information be able to apply the information in a practical environment (Sulaiman, 2006). In order to maximize academic performance, students may need to revise and enhance the techniques previously used at the undergraduate level. As stated previously, studying is essential to a student’s academic success. Research has shown that good study skills minimize failure, and enable students to take advantage of learning opportunities(Gettinger Seiber, 2002). By enhancing the use of effective study skills, students can expect to improve their overall academic performance. In a study conducted by Adams et al. (2006), where study skills of college students were compared using the LASSI system, the group with the lower grade point averages displayed weaknesses in their study skills. One effective study technique that is critical to academic success is note taking. Adams et al. 2006) stated that there is research showing that the quality of student’s notes is related to academic achievement (p. 38). This technique is effective in improving academic performance because it gets the student more involved in class by focusing their attention on the teacher, highlighting information that may not be covered in the textbook, and creating an outline to follow during personal study time (Bishop, C arter, and Kravits, 2002). Notes may also serve as a study guide when preparing for an exam because the student can identify the information that may be more important than others. Bishop et al. (2002) stated that note taking †¦builds critical thinking skills (p. 234). As previously mentioned, students are expected to use more analytical skills in graduate school; therefore, notetaking proves more effective when notes are written, reread, and analyzed thoroughly. Barbarick and Ippolito (2003) identified another effective technique in studying that leads to improved academic performance. The study claims that a minimum of 1. 5 to 2. 1 hours of studytime outside of class is required for each credit hour enrolled, to score at least a 90 on an exam.

Metacognition Students Employing a Metacognitive Perspective Enjoy Certain Advantages Essay Example

Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Essay Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Name: Course: Institution: We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Instructor: Date: Metacognition: Students Employing a Metacognitive Perspective Enjoy Certain Advantages Introduction Metacognition is defined as the process of â€Å"thinking about thinking.† Metacognition is the process of monitoring and controlling of one’s own knowledge, actions and emotions through assessing them or thinking about them. For instance, when one reads a complex text and finds it hard to comprehend, one can evaluate their learning strategy. Evaluating or thinking about the best strategy for reading the texts amounts to metacognition. Additionally, metacognition involves monitoring one’s own cognitive processes. This is how one learns and comprehends things. When one is aware of the problems they have within their cognition, they are able to focus on what works for them. Another definition of metacognition specific for education is the ability of students being aware of their understanding level in different topics. Thus, when students use metacognition, they are well positioned to evaluate what they already know about a topic, and what they need to learn. This gives them an added advantage when it comes to learning, since they are aware of what problems they have with their learning. The ability to know and understand one’s own cognitive processes allows students to find out the best learning strategies as well as their strengths in comprehending while learning, allowing them to employ other strategies that better improves their performance. Practically, the ability to be self aware of one’s cognitive abilities and processes enables them to regulate their cognition, maximize their potential in learning, thinking, and evaluating themselves as well as their performance. Students using metacognition have a great advantage since the ability to be self aware of one’s own level of knowledge and cognition processes helps them in making better decisions concerning their studies such as learning strategies to use and what to study. Metacognition and Learning Process and Strategy Metacognition is about the awareness of one’s own level of knowledge and learning processes or cognitive processes. Cognitive process in learning refers to the process through which a person learns new things, such as through reading, observations, and listening. Using metacognition in evaluating the cognitive processes one can realize what would be their best cognitive strategy for learning. For instance, some people will know that learning in a library through engaging in in-depth reading, works better for them in certain topics, while others may know that comprehending a scientific text will require them to read wider than when comprehending history texts. Thus, understanding of one’s own cognitive process is a step towards improving performance. Metacognition allows students to questions themselves about the ideal active learning technique for them. Seeking to find out the ideal active learning technique allows students to find out what their learning capabilities a re. With the ideal learning technique in mind, one can use it on the topics they need to comprehend. Lack of knowledge on one’s own cognitive process or learning process will lead students to using the wrong learning methods, probably those that might not be ideal for them. For instance, some students will only be aware of reading to pass quizzes instead of reading to apply knowledge. This could work for topics that do not need application. However, for other topics such as literature where one is supposed to apply the knowledge in analyzing other materials, such students will be in trouble analyzing other works. Therefore, they end up fining it hard to understand some topics. Some topics are hard to comprehend than others, requiring extra keenness and focus. However, without knowing about one’s own ideal learning strategy, one may use the wrong technique, and end up never comprehending the topic. Some people will learn better through seeking answers to questions, whil e other will learn better through reading deeper and taking notes for revision. Therefore, learning about the learning strategies available would be the first requirement for students in order to have several to choose from depending on the topics and the ideal strategy. Metacognition and Level of Knowledge Lang (2012) explains that metacognition â€Å"is a person’s awareness of his or her own level of knowledge and thought processes. In education, it has to do with students’ awareness of their actual level of understanding of a topic.† About understanding of one’s own thought has already been addressed in the previous paragraph. In this paragraph, the focus is about awareness of one’s level of knowledge. Understanding of one’s own level of knowledge is about awareness of what one already knows, and what one does not. Many students will feel that they understand a certain topic well after reading it. The truth could be they are not aware of what they know and do not know. For instance, some students might have confidence about a certain topic, only to receive poor grades after an exam. They feel the answers they gave are satisfactory, but the truth is that they do not know the level of their knowledge. In short, they have poor metacognition, and can hardly realize this. â€Å"Weaker students typically have poor metacognition; they are grossly overconfident in their level of understanding. They think they have a good understanding when they really have a shallow†¦Ã¢â‚¬  (Lang 2012). He further says that such lack of metacognition contributes to poor decisions by such students, where thinking they already know a lot stops them from reading widely. They stop studying topic, even before they have enough in-depth knowledge and comprehension that is necessary for handling examination questions. On the other hand, students with better metacognition will understand the level of their knowledge, be aware of what they know as well as what they do not know. This will help them in reading deeper in order to establish what they have not covered. Students with good metacognition have a chance of improving their performance since they are aware of what they need to do to improve unlike those who lack metacognition, and never know what to do to improve. Social Metacognition Metacognition is a matter of assessing one’s own knowledge and learning processes as explained. Some people will have good metacognition while others will lack good metacognition. The above two parts focus on individual metacognition for improving performance, while social performance also helps students in improving their performance. Social metacognition is about assessing the level of knowledge and learning processes of other people. Chiu and Kuo (2010) cite â€Å"social metacognition is an extension of metacognition into group interactions† (321). When students come together for group discussions, they can help each other through assessing each other’s metacognition. For instance, when two students, A and B engage in a discussion, A could realize that B is using a method that is quite complex to comprehend. When A realizes the learning strategy used by B is wrong, he is engaging in social metacognition, since he assesses the strategy used by B. A could sugge st another strategy to B, which could work better. Using groups enables the two students to help each other out, and this could go a long way in helping improve their individual metacognition. Through social metacognition, individuals can realize some of their strategies are not acceptable by learning other strategies from other students. Thus, monitoring and controlling each other’s knowledge and learning processes to solve group problems, helps students in assessing their own processes while learning from others. â€Å"Social metacognition distributes metacognitive demands among group members, increases the visibility of one another’s metacognition, and improves individual cognition, resulting in a reciprocal scaffolding and greater motivation,† (Chiu and Kuo, 2010. p.322). This goes ahead to help students in improving their performance the ability of social metacognition in highlighting individual limitations, expanding of their understanding and helping in s haring of knowledge. Counter Argument Despite the ability of metacognition in improving performance to students who use it, it could also act in the opposite direction. Students are likely to devote a lot of time to metacognitive processes and end up evaluating themselves incorrectly. Additionally, Chiu and Kuo (2010) cite that students could end up scaffolding poorly. However, through social metacognition, some of these difficulties could be avoided since one will be assessed by others, making evaluation more accurate. On the other hand, social metacognition is limited especially where one person might dominate others, and communication difficulties. Despite the benefits of metacognition, assessing and evaluating oneself is not easy and poses problems of inaccuracy. Annotated Bibliography Chiu, M.M., Kuo, S.W. (2010). From Metacognition to Social Metacognition: Similarities, Differences, and Learning. Journal of Education, 3 (4): 321- 338 In this article, Chiu and Kou explore the ideas behind metacognition and social metacognition. They cite that individual metacognition is controlling and monitoring of one’s own knowledge and, emotions, and actions, while social refers to the same, but in this case done to others in a groups where one assesses and controls other people’s knowledge. They explore the differences and similarities of the two, as well as their benefits and difficulties. The article provides a reliable source of secondary research. Lang J. M. (2012). Metacognition and Student Learning. The Chronicle of Higher Education In this article, the author explores and explains metacognition through examples in real life. For instance, he starts by mentioning about how people will enjoy watching some poor singers who went for auditions in the Idols reality show, believing they are good while they are pathetic. He goes ahead to explain metacognition in relation to education. He cites that metacognition in education is about knowing one’s own level of knowledge about a particular topic. He goes ahead to cite other professionals in the area about metacognition and ways of learning metacognition. The article is ideal for research on identifying metacognition in people and ways it can be used in helping students improve performance. References Chiu, M.M., Kuo, S.W. (2010). From Metacognition to Social Metacognition: Similarities, Differences, and Learning. Journal of Education, 3 (4): 321- 338 Lang J. M. (2012). Metacognition and Student Learning. The Chronicle of Higher Education