Preparing For and Taking Exam Essay Example for Free

Preparing For and Taking Exam Essay One of the most fundamental things that students are supposed to always have in mind is that preparation for exams must start early. It is very recommendable that preparation for the next exam should start immediately after one is through with a prior one. If one keeps up in regard to studies, then the process will be a smooth sailing. Before embarking on the process, it is very advisable to plan and this mostly entails asking oneself some questions. Such questions may include; what is my schedule during exam? How much work do I need to review? How much time do I need and have to prepare for exams? All these questions will enable one to plan time well. After planning is over, it is time to get down working; preparation for exams (Study Skills for College). So what does preparation for and taking exam entail? This is what this essay seeks to find out. Developing a balanced lifestyle prior to testing your skills Enough rest prior to exams guarantees good performance, since rest and good performance go together. Preparation for exams can be compared to preparing for a race as one need to be fit for the race. An individual’s well being is very crucial for one to be successful and thus a student needs to treat oneself with respect, as mental and physical well being is the number one factor to consider if one is to perform well (Moira, nd). To have good rest prior to exams entails having a good sleep. If one does not have enough sleep, he or she will always feel tired and this will definitely impede concentration and focus and thus studies will be negatively affected leading to poor performance. â€Å"Good Sleep equals a functioning student† (Queens University, 2008). A good diet is also essential when preparing for exams. Good nutrition will always work well in fuelling the brain and this can be achieved by mostly eating energy giving foods (Briffa, 2010). Eating process should be a regular activity at this time. If it is possible, fresh fruits for breakfast are recommendable as well as drinking a lot of water and consuming a lot of vegetables. A lot of sugar and coffee is not recommended at this time and fast foods are not healthy for a student who is preparing for exams (Moira, nd). As the saying goes, ‘you are what you eat, ’a healthy meal will translate into a healthy brain. In addition, a complete diet for a student includes ‘brains foods’ (Queens University, 2008). Moreover, a student should always have time for meditation. This process entails directing concentration to one thing and focusing on one object. This improves the breathing system and since one is attentive to only one thing, a student will find his or her thoughts taken away from anxious thoughts. This rejuvenates one and improves his or her focus. This process also goes along way to reduce stress and anger. This is very good before engaging in a challenging task (Zinger, 2008). Polishing quiz and study habits One should always come up with ways that would help in remembering what one has learnt. However, before embarking on the process, the first thing that one needs to do at this stage is to write on a blank piece of paper what one wants to cover and remember. It is also good at this point to work with others so that they can clarify what one does not understand. Cramming has never been recommended when studying and thus one should try as much as possible to read and understand, and if one does not understand, it is advisable to involve other people who may be good at the subject or even the tutors. A student is also advised to employ flash cards when revising since they assist to memorize facts. Discussion groups also come in handy at this point (Study Skills for College, nd). Another thing is that one should read while making some summaries of the main points and supporting information. If it is possible, one should come up with his or her questions and at the same time answer them. Other strategies to be employed include; cue cards, reciting loudly, do some practice problems and if possible go through some old exam questions in order to find answers to the questions one failed (Queens University, 2008). This does not mean that one should strain oneself while doing all this. It is good for one to enjoy studying and not viewing it as a punishment. This is possible if only one rewards oneself. This can be achieved by having breaks while reading. Five to ten minutes are good enough. During those breaks, one should not engage in any academic activities. The recommended activities include listening to music and watching television. This is also the best time to engage in some meditation. A student may also decide to go out for fresh air. In other words, it is the best time to engage in an activity that one likes doing most (Moira, nd). How looking back on the last exam can prepare you for the next one It is very important while preparing for exams to analyze past exam papers or questions. This is very instrumental in trying to find out what went wrong and that led to an individual getting the scores that one got. It also helps one to analyze the pattern the errors took in order to avoid them in future or in the next exam. There are different errors which may come about while doing exams. These include error related to questions, answers, and subject test-making procedures. While looking at past exam papers, it helps in ‘celebrating’ the mistakes one did. Mistakes should never be taken negatively since they offer valuable feedback (Queens University, 2008). In this regard, it is good to look at the experience that one went through while doing the exam. This entails asking some questions such as: Did I go blank the other time or did I have difficulties in breathing? How did I feel while doing the exam? These questions will help one find answers to the problems one encountered then and thus it may be possible to avoid them in future (Queens University, 2008). How to let go of exam anxiety while preparing for and taking exams Good performance in any challenging task also requires the body to be calm. For the body to be calm, it calls for good breathing and having enough air in the body. A student should take time to concentrate on breathing, specifically on the air that gets in and out of the system. Moments of longer and deeper breathing are advisable at this time. Time should also be taken to scan the whole body in order to relax the tensed muscles. This calls for one to sit properly when reading. Exercise also helps in relaxing the body and reducing anxiety. This is because it helps in pumping blood all over the body (Queens University, 2008). Exercises that one may engage in may include playing football, tennis, cycling, among others and this should continue even during exam time. This does not mean that one should spend all the time excising but a little time for some physical activities will do (Moira, nd). In conclusion, preparing for exams is very important just like taking the exam itself. Good preparation will mean success in the exam and thus time should be taken for the process. One’s well being is very crucial in passing exams and thus good preparation will go a long way to ensure that. References Briffa, J. (May, 2010). Food for thought’- nutritional advice for those preparing for and taking exams. Retrieved from http://www. drbriffa. com/2010/05/28/%E2%80%98food-for-thought%E2%80%99-%E2%80%93-nutritional-advice-for-those-preparing-for-and-taking-exams/ Dr. Moira, P. (nd). Developing a balanced outlook about exams. SLDC. Retrieved 0 from http://www. google. co. ke/#hl=enq=developing+a+balanced+lifestyle+while+preparing+for+and+taking+examsaq=aqi=aql=oq=developing+a+balanced+lifestyle+while+preparing+for+and+taking+examsgs_rfai=fp=545d1e31c800a3f3 Queens University. Learning strategies and development: Preparing for and taking exams at university. Retrieved from http://www. bewell-dowell. org/sos/pdf_files/Preparing%20for%20Tests/Exam%20Module%20DEC%202009. pdf Study Skills for College. (nd). How to prepare for exams. Retrieved from http://www. bmb. psu. edu/courses/psu16/troyan/studyskills/examprep. htm Zinger, L. (April, 2008). †Educating for tolerance and compassion: Is there a place for meditation in a college classroom? † College Teaching Methods and Styles Journal, 4 (4), pp. 25-28

Sapir-Worf Hypothesis: Linguistic Determinism and Linguistic Relativit

Sapir-Worf Hypothesis: Linguistic Determinism and Linguistic Relativity The romantic idealism of the late eighteenth century, as encountered in the views of Johann Herder (1744-1803) and Wilhelm von Humboldt (I 762-1835), placed great value on the diversity of the world’s languages and cultures. The tradition was taken up by the American linguist and anthropologist Edward Sapir (1884-1939) and his pupil Benjamin Lee Whorf (1897-1941), and resulted in a view about the relation between language and thought which was widely influential in the middle decades of this century. The â€Å"Sapir-Whorf hypothesis,† as it came to be called, combines two principles. The first is known as linguistic determinism: it states that language determines the way we think. The second follows from this, and is known as linguistic relativity: it states that the distinctions encoded in one language are not found in any other language. In a much- quoted paragraph, Whorf propounds the view as follows: We dissect nature along lines laid down by our native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds--and this means largely by the linguistic systems in our minds. We cut nature up, organize it into concepts, and ascribe significances as we do, largely because we are parties to an agreement to organize it in this way-an agreement that holds throughout our speech community and is codified in the patterns of our language. The agreement is, of course, an implicit and unstated one, but its terms are absolutely obligatory; we cannot talk at all ... ...version of the Sapir-Whorf hypothesis is generally accepted. Language may not determine the way we think, but it does influence the way we perceive and remember, and it affects the ease with which we perform mental tasks. Several experiments have shown that people recall things more easily if the things correspond to readily available words or phrases. And people certainly find it easier to make a conceptual distinction if it neatly corresponds to words available in their language. Some salvation for the Sapir-Whorf hypothesis can therefore be found in these studies, which are carried out within the developing field of psycholinguistics. Works Cited: Crystal, David. "Language and Thought." in Language: Readings in Language and Culture, Sixth Edition. Clark, Virgina P., Eschholtz, Pual A., Rosa, Alfred F., editors. St. Matin's Press. New York. 1998. p. 631-32 Sapir-Worf Hypothesis: Linguistic Determinism and Linguistic Relativit Sapir-Worf Hypothesis: Linguistic Determinism and Linguistic Relativity The romantic idealism of the late eighteenth century, as encountered in the views of Johann Herder (1744-1803) and Wilhelm von Humboldt (I 762-1835), placed great value on the diversity of the world’s languages and cultures. The tradition was taken up by the American linguist and anthropologist Edward Sapir (1884-1939) and his pupil Benjamin Lee Whorf (1897-1941), and resulted in a view about the relation between language and thought which was widely influential in the middle decades of this century. The â€Å"Sapir-Whorf hypothesis,† as it came to be called, combines two principles. The first is known as linguistic determinism: it states that language determines the way we think. The second follows from this, and is known as linguistic relativity: it states that the distinctions encoded in one language are not found in any other language. In a much- quoted paragraph, Whorf propounds the view as follows: We dissect nature along lines laid down by our native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds--and this means largely by the linguistic systems in our minds. We cut nature up, organize it into concepts, and ascribe significances as we do, largely because we are parties to an agreement to organize it in this way-an agreement that holds throughout our speech community and is codified in the patterns of our language. The agreement is, of course, an implicit and unstated one, but its terms are absolutely obligatory; we cannot talk at all ... ...version of the Sapir-Whorf hypothesis is generally accepted. Language may not determine the way we think, but it does influence the way we perceive and remember, and it affects the ease with which we perform mental tasks. Several experiments have shown that people recall things more easily if the things correspond to readily available words or phrases. And people certainly find it easier to make a conceptual distinction if it neatly corresponds to words available in their language. Some salvation for the Sapir-Whorf hypothesis can therefore be found in these studies, which are carried out within the developing field of psycholinguistics. Works Cited: Crystal, David. "Language and Thought." in Language: Readings in Language and Culture, Sixth Edition. Clark, Virgina P., Eschholtz, Pual A., Rosa, Alfred F., editors. St. Matin's Press. New York. 1998. p. 631-32

Making China Modern Essay

In Chapter eight of â€Å"The Religion of China: Confucianism and Taoism,† Max Webber makes a comparison of the eastern philosophy of Confucianism with the western religion of Puritanism. He makes the connection between the how Confucianism has shaped China historically from an individuals personal goals to its economic and commercial conditions. Webber first describes the rationalization of a religion using two different yard-sticks, â€Å"one is the degree to which the religion has divested itself of magic; the other is the degree to which it has systematically unified the relation between God and the world and therewith its own ethical relationship to the world.† Webber denotes that in western Protestant rationalism, magic has been eradicated entirely and was sometimes even viewed as â€Å"devilish†, cutting off all trust in magical superstitions and manipulations. However, in the Confucian ethics, the significance of magic was left untouched. All natural scientific knowledge was lacking due to a cause and elemental forces. It also vested interest in the income opportunities of prebendal office. Webber states that Confucianism and Puritanism both take different stands against the world, Puritanism believed in a God where as Confucianism did not believe in a supra-mundane God, both in time met tensions with the world’s irrationalities. This all constituted in the development of China and its people. The Confucian ethic is to reduce tensions in the world to an absolute minimum. All human nature was disposed to be ethically good and as such, was to be indifferent from one another, capable of unlimited perfection. There was a lack of â€Å"nerves† with unlimited patience and slowness to reacting especially in the intellectual sphere. China taught as a form of philosophical-literary education, learning from old classics and hence it lacked insufficient educational such as economic provisions. It endeavored to remove all tensions from humanity and hence left no leverage for influencing conduct through inner forces freed of tradition and convention. Wealth was the main success measurement in the Confucian mentality, as a means to keep â€Å"face†. It has been recorded in the oldest documents of Chinese political economy where â€Å"balance of trade† and the usefulness of wealth were emphasized. It came to a point where storeowners would haggle for every penny, however despite this lust for wealth, no economic mentality of capitalism was created. The Chinese lacked a system for commercial correspondence and the numerous technical inventions were little used for economic purposes. It is Webbers intention that even though China was capable of assimilating capitalism, the varied conditions and circumstances, most notably the Confucian teachings, had hindered it. The difference between Puritan and Confucian rationalism was that Puritans had enthusiasm, which the Confucians lacked. It is this rationalism that allowed the typical Puritan to invest his income as capital in rational capitalist enterprise out of an asceticist compulsion to save. Webber believes that these attitudes have effected China’s capitalist development negatively.

Cultural Diversity in the Workplace Essay - 3436 Words

The workforce of America is more diverse than it has ever been. White male upper class men no longer solely dominate companies. Women, people of color, and other minority groups are now rising in the ranks and demanding change. How can one know all the ways to manage such a diverse group of employees? Through a variety of ideas, experiments, and attempts, leaders across the nation are looking for solutions to this answer. Not only are people coming from different ethnicities, we are also experiencing a great influx of workers from nations all across the globe. To keep the level of job satisfaction high, workers must be able to feel comfortable in their workplace environment. It is almost impossible for a person to know everything†¦show more content†¦There are many definitions for managing diversity. Perspective change as research continues. In Dobbs’ journal, Palmer posits three paradigms for defining diversity: 1. The Golden Rule, 2. Right the Wrongs, and 3 . Value all differences. In the golden rule paradigm diversity is a matter of individual responsibility and morality. Diversity also means establishing justice for the target groups who were systematically disadvantaged in the past. Finally, diversity means ‘to value the differences’. (Dobbs, p. 161) At the National Institutes of Health (NIH) diversity is an all-inclusive term that extends beyond race and gender. Diversity, according to the NIH, incorporates workers in many different pay classifications and personnel systems. It includes age, geographic considerations, personality, tenure issues, and a myriad of other personal and organizational characteristics that may be different or similar in nature. (http://www1.od.nih.gov/ohrm/oeo/wdi/wdi1.htm) White, upper class males no longer solely dominate companies although many organizations still operate from that field of thought. Women, people of color, and other minority groups are now rising in the ranks and demanding change. According to the 1987 Hudson Institute Study, Workforce 2000, it is estimated that approximately 85 percent of the new workforce will be women, minorities, and immigrants. (Wilson,Show MoreRelatedCultural Diversity At The Workplace2491 Words   |  10 Pages Cultural Diversity in the Workplace Anna Sham, Sabrina Damji, Siran Jia, Sergio Valdez 301236536 Anna Sham 30119362 Sabrina Damji 301227191 Siran Jia 301240074 Sergio Valdez Business 272: Organizational Behaviour Tutorial Section: D101 Simon Fraser University Professor: Chris Zatzick April 12th, 2015 As a result of increasing numbers of immigrants, cultural diversity has become a common display in the workplace, which means having a blend of cultures in an organization. It is importantRead MoreCultural Diversity At The Workplace1812 Words   |  8 Pagesmiscommunication with coworkers at workplace? If so, do you know what exactly was the main thing that led to miscommunication? 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