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Time management strategies
Time management strategies
Time management for college students
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Students pursuing post-graduation towards a Ph.D. degree may require dissertation consulting. The value of dissertation consulting can be amply grasped only by those who have either used it or are in need of such consulting. Dissertation is a singular most important paper that doctoral aspirants are required to submit in partial fulfillment of earning their coveted degrees. This degree forms the corner-stone of their career and their bright future. Hence, seeking the service of a consultant at this important stage is probably the wisest decision that doctoral students may take. The one-to-one professional assistance that is provided by the consultant is of tremendous help for the harrowed student flitting between conducting research, gathering data, and putting it together in a cohesive manner. After years of attending classes, lying burrowed amongst library books for endless hours, interacting with colleagues and the project supervisor, taking exams, and preparing the project report leaves students with little or …show more content…
Help can be sought at various levels and at varying time. Help ranges and can be hired as soon as or even before you have chosen a topic, while it is under construction, and after completing the rough draft. Towards the end, dissertation consulting can improve the dissertation to root out all flaws. The best consulting is the one the students get when they need it most. A consultant's assistance comes with a promise of anonymity; the identity of the student is never divulged. Consultants are completely ethical in their dealings. All the student's dissertation material is safe and secure. It is never shared with anyone else. The turn-around time is very quick. For doctoral students, time means everything. Delay in completing the dissertation means delay is obtaining a Ph.D degree and advancing your career. It also means paying tuition for another
One being that the Scholar-Practitioner is located at the end of the continuum. This displays that the Scholar-Practitioner is the ideal level. McClintock states “Scholar Practitioners are committed to the well-being of clients and colleagues, to learning new ways of being effective, and to conceptualizing their work in relation to broader organizational, community, political, and cultural contexts.” From McClintock’s model, the Scholar-Practitioner is described as a scholar who has an intimate understanding of their specialty and are able to apply their knowledge in several ways. Capella’s Learning Model also differentiates the Scholar-Practitioner and describing them in that same fashion. The Capella’s Learning Model provides in depth examples of a Doctoral-Level (Scholar-Practitioner) assignment. In the assignment, terms such as extract and evaluate, demonstrate the higher level thinking required as a Scholar-Practitioner. Bloom’s Taxonomy also identifies terms such as evaluate and create as higher thinking processes. An expert, the Scholar-Practitioner, is able to put together information in innovative ways and think outside of the box, versus recalling information. Both the Capella Learning Model and McClintock’s Scholar-Practitioner Model support the idea of the Scholar-Practitioner being a researcher who is highly skilled and able to apply their knowledge in unique
Learning can occur by design, through study or instruction, or unintentionally simply through experience (Driscoll, 2015). Capella University graduate programs build from the reflective-practitioner model to the practitioner-scholar methodology of learning. All U.S graduate degree programs are designed by faculty experts in their fields and involve advanced, focused study in a scholarly experience that goes beyond the bachelor’s degree. According to Gullahorn (2004), Students' active involvement in the learning and discovery process is promoted by faculty mentoring and frequent interaction between faculty and students as well as among students in structured and informal settings. Together, the faculty and students form a graduate community of scholars that enhances learning and discovery as well as personal growth and professional socialization (p. 204 – 207).
The American Psychiatric Association (APA) Code of Ethics (2002) is the foundation for psychology’s professional practice and ethical responsibility. Although it is important to know the ethical standards, professionals must also apply them into practice. The current case example examines the importance of professional consultation, when faced to identify ethical dilemmas in clinical practice, make ethical decisions, and gain insight into self-awareness. This case also highlights the importance of implementing self-care in clinical practice, especially when treating patients who present with severe symptomatology.
The task force recommends that the final scholarly project be called the DNP Project to elude confusion with the term capstone. Additionally, the DNP Project is not a research dissertation, and the authors recommend against this term as well. Although all eight DNP Essentials do not have to be demonstrated in the DNP Project, the authors recommend that students have the opportunity to integrate them into practice. Surprisingly, the task force did not agree with the recommendations of all DNP Essentials. The task force suggests that an integrative and systematic review alone is not considered a DNP Project and does not afford students opportunities to develop and integrate scholarship into their practice. The task force also made clear that a student’s portfolio should not be considered a DNP
Last week at practicum was a time of renewed energy. Megan and I had a meeting with one of our supervisors and we discussed our experiences, thoughts, and concerns regarding the placement thus far. Additionally, our other supervisor completed his IPT comments, leading us to have a productive conversation about how our goals are being met and what needs to happen during term two to ensure that we achieve the remainder of our goals. Having this conversation before our mid-term evaluation was very meaningful, and at this point, I think that my practicum placement is as good as it could be. Moreover, I feel very validated by the level of support I have received from my supervisors and how they have taken our feedback of the agency seriously. Seeing my suggestions be authenticated and incorporated into the volunteer orientation makes me realize that my contributions will have a lasting impact on the community. The primary changes that I want to see are workers approaching clients from a strengths perspective instead of from a deficit one, and more mental health training for volunteers. After learning about reframing the way people think about issues during the cognitive behavioural therapy lecture in SOWK 310, I feel more prepared to give concrete strategies and examples of how workers at the agency can empower clients by using a strengths approach. In this context, reframing will aid the agency in seeing problems as opportunities
a doctoral journey can be a long process, with many benchmarks for the students' dissertation to satisfy. Many students have left dissertations in progress and unfinished, because job and familiy committments have been a higher priority.
After reading the course materials, I have questions about: Having completed research activities for school and professional projects, the provided materials offer very clear and concise direction and suggestions for completing the assignment.
To be effective, counselors must assist the client in discovering resources within themselves to help them build on their strengths in solving their conflicts. In the conversation with
Supervisors are ultimately both ethically and legally responsible for actions of their trainees (Corey et.al, 2011). Supervisors should specify the responsibilities and expectations of both parties in the supervisory relationship in order to avoid boundary issues (APA, 2014). The supervisees and supervisor expectation for the supervisory relationship should be discussed and agreed upon. Ethical considerations need to be address to provide behavioral guidelines to supervisors, to protect supervisees from undue harm or neglect, and to ensure quality of client care (Corey et.al, 2011). The style/quality of interactions between supervisor and the practicum student is important in establishing a collaborative working relationship that encourages self-reflection and evaluation for the supervisees. As a result, the supervisor must make time to evaluate, give feedback, and process information after supervisory
Working with the clients at Silver Saddle, facilitating anger management group and being able to identify the clients needs have been the greatest experience that has had a large impact on my learning. Working with clients helped me set a professional standpoint while maintain healthy boundaries with my clients, which is something I struggled with because I wanted to be more like a mom to the clients. Talking with my field instructor helped me establish more clear boundaries, which is something that’s very import as a social worker so this impacted my learning. Having the ability to address my client’s needs while co-facilitating
Academic advising plays a huge role in students’ lives and it is a share responsibility between the student and their advisors. There are many ways in which advising benefit students. Advising enhance students’ abilities to utilize the resources that colleges provide for their students. Guiding students to stay in the right track of their academic courses and following up with all the updates and requirements to graduate is also objectives of the advisors. Advisors encourage students to get involved in the college activities, such as clubs, sports, extra courses and so on of the resources that are available for students. They help students to find scholarships and prepare them to transfer to the next step of what they want to do after their college careers. There are many positive effects of having an advisor in your college career. However, many students these days do not take an advantage of this resource due to lack of Advising communication and others. Although the advising office and the advisors lack several skills, such as good communication, not enough time spent with students, and limited knowledge. However, there are many positive effects of having advisors
Before applying this strategy, the teacher have to concern that assistance could be given in ensuring that resources to support the project are available. Also, the teacher can facilitate the process by providing explicit directions so that the students will not get some confusion during the
At the start of the project the problem is defined by the consultant and confirmed by the client. The next step in the consulting process is data collection via a variety of methods. The process of data gathering can be both long and tedious and thus it is essential that consultants attain quality over quality. Some of the most frequently used techniques include group data gathering, interviews, focus groups, surveys, compiling existing documentation and on-site observation. Also some of the common tools used include the STEP analysis- a framework that reviews the external environment by focus on social, technological, environmental and political factors, the SWOT analysis that focuses on the strengths, weaknesses, opportunities and threats relating to the organization, trend analysis and the identification of core competencies.
Just like in our textbook they worked in teams one of the EA handled that class and got them to give the student space while my supervisor intervened with the student. With this I can say that it relates competency area two focusing on social work practice and ethics. Each day I still debrief with my supervisor, which is also apart of area 2. I feel that are number three is where I excel I have “actively initiates and sustains interactions with clientele (understands that any contact is rapport building and “assessing”) showing increased autonomy, independence and entry level competence” (Gough/Murray, 2016. P6). I also have been practicing writing progress notes. Each day working with the student who has final projects I would write down what we worked on and the goals for the next day that I was there. Mostly the goals where to move on to the next set of slides, this activity relates to area number four and how I demonstrates ability to develop effective, purposeful working relationships with clients as well as demonstrating the ability to mutually determined appropriate goals/service plans with clientele served” (PG7) I have continued to learn about the relevant diversity factors of clientele served (history, socio-economic status, age, abilities sexual orientation, developmental stage, gender
Community projects are well known for giving students the opportunity to be able to express them selves and learn new tasks and responsibilities. Although, through out my community project path I found myself finding the right lace to learn and achieve the goals as well as the responsibilities and the role of the experience. Yet, the project wasn’t an easy project because I had to deal with different case mangers and different clients. However, through trying and working on my goals, I was to develop my learning experience in term of making healthy relationship with my clients.