Final Reflection Sample Clauses

Final Reflection. Not later than the forty-five (45) days before the last school day of the school year in which the evaluation takes place, the unit member shall complete and submit the Tier I Final Reflection document to the evaluator.
View SourceView Similar (8)
Final Reflection. Writing the thesis study on the relationship between emotional intelligence and academic achievement had been valuable and challenging experience for me. I had started exploring the notion of emotional intelligence before the enrollment to this university. However, that investigation of the topic was rather amateur. Similarly, I was passionate about the link between emotional intelligence and intelligence quotient what had become popular domain recently. Conducting the thesis study on emotional intelligence with connection to academic achievement I could reveal the significance of that relationship in the education context. Although the emotional intelligence concept has become popular, still many people do not recognize it correctly. Frequently, even specialists from unrelated spheres do not consider emotional intelligence as a broad term. Hence, employers demand from their future experts to obtain specific soft skills such as interpersonal, leadership, communication, intrapersonal which were not taught in the universities as separate or additional courses. Have conducted statistical analyses on the relationship between emotional intelligence and academic achievement I could indicate that these two variables are interconnected and interrelated with each other. Higher education institutions may use that fact to improve students’ academic achievement and learning strategies. Students of higher education institutions are future specialists in different spheres, who have to be familiar with soft skills and in particular emotional competencies. Therefore, I believe that this study will contribute to the contemporary higher education and indicate the need for further development of emotional intelligence in the academic sphere. ▇▇▇▇▇▇▇▇▇-▇▇▇▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇, M. S. (2016). ▇▇▇▇ ▇▇▇▇▇'▇ educational theory and educational implications of ▇▇▇▇▇▇ ▇▇▇▇▇▇▇'▇ multiple intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 4(2), 57-66. ▇▇▇▇▇, M., ▇▇▇▇, ▇. ▇., ▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇, M., & ▇▇▇▇, M. N. (2011). Relationship between Emotional Intelligence and Academic Achievement among Higher Secondary School Students. Pakistan Journal of Psychology, 42(2), 41–54. Retrieved from ▇▇▇▇▇://▇▇▇▇▇▇▇.▇▇.▇▇▇.▇▇:2358/login.aspx?direct=true&db=aph&AN=85899234&s ▇▇▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇, ▇. ▇., & ▇▇▇▇▇▇▇▇, ▇. ▇. (2014). Using Mixed Methods to Study Emotional Intelligence and Teaching Competencies in Higher Education. Procedia ...
View Source
Final Reflection. ‌ By the end of my thesis journey I can say with confidence that I learnt a lot. Looking back to last summer when I was at the very beginning of my thesis project, I can see how much self-development has been achieved. First and foremost, reviewing and analyzing the relevant literature on the field helped me to build sound knowledge on the topic. Even though I cannot state that I became a specialist on the topic, but the difference is massive. I remember moments when reading the articles, which sometimes were related to the wider topic but not the specific area of my research, I could not stop reading and even forgot to make notes because the process of learning new facts was incredibly interesting and informative. Regarding the process of building the research design, identifying the most effective research instruments and conducting the survey, all of this helped me not only in terms of enriching knowledge on the topic, but indirectly influenced in a positive way to developing leadership skills, as it involved such activities as proper organization, conversations with the research gate keeper and school psychologists. Cooperation with the school psychologists was also a crucial part of the process, which resulted even in initial bones of future studies with the plan to further adapt the research instrument and employ it among students of younger age within the school work. Overall, it is necessary to emphasize that the whole process of thesis project helped me to understand the importance of empirical, evidence-based research. ▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇, ▇., & ▇▇▇▇-▇▇▇▇▇▇▇, J. (2008). A review of the extent, nature, characteristics and effects of bullying behaviour in schools. Journal of Instructional Psychology, 35(2), 151. ▇▇▇▇▇▇, ▇. ▇. (2016). Types of Bullying in the Senior High Schools in Ghana. Journal of Education and Practice, 7(36), 131–138. ▇▇▇▇▇▇, ▇. (Ed.). (2012). Research methods and methodologies in education. Sage publications. ▇▇▇▇, ▇., & Güneri, O. Y. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658-673. ▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇, ▇. ▇., ▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇, ▇. ▇. (2015). Individual and contextual factors associated with verbal bullying among Brazilian adolescents. BMC pediatrics, 15(1), 49. Baizdrakhmanova, A.K. (2015) Sovremenniye podhody k probleme izucheniya bullinga v kazakhstanskoy shkole. [Modern approaches to the problem of studying bul...
View Source

Related to Final Reflection

  • Final Report The goal of this subtask is to prepare a comprehensive Final Report that describes the original purpose, approach, results, and conclusions of the work performed under this Agreement. The CAM will review the Final Report, which will be due at least two months before the Agreement end date. When creating the Final Report Outline and the Final Report, the Recipient must use the Style Manual provided by the CAM.

  • Final Evaluation IC must submit a final report and a project evaluation to the Arts Commission within thirty (30) days after the completion of the Services. Any and all unexpended funds from IC must be returned to City no later than sixty (60) days after the completion of the Services.

  • Final Retention Subject to the terms hereof, Landlord shall deliver to Tenant a check for the Final Retention, together with any other undisbursed portion of the Allowance required to pay for the Allowance Items, within 30 days after the latest of (a) the completion of the Tenant Improvement Work in accordance with the approved plans and specifications; (b) Landlord’s receipt of (i) copies of all Tenant Improvement Contracts; (ii) copies of invoices for all labor and materials provided to the Premises; (iii) executed unconditional mechanic’s lien releases satisfying California Civil Code §8134 for all prior payments made pursuant to Section 1.2.2.1 above (to the extent not previously provided to Landlord), together with executed unconditional final mechanic’s lien releases satisfying California Civil Code § 8138 for all labor and materials provided to the Premises subject to the Final Retention; (iv) a certificate from Tenant’s architect, in a form reasonably acceptable to Landlord, certifying that the Tenant Improvement Work has been substantially completed; (v) evidence that all governmental approvals required for Tenant to legally occupy the Premises have been obtained; and (vi) any other information reasonably requested by Landlord; (c) Tenant’s delivery to Landlord of “as built” drawings (in CAD format, if requested by Landlord); or (d) Tenant’s compliance with Landlord’s standard “close-out” requirements regarding city approvals, closeout tasks. Tenant’s contractor, financial close-out matters, and Tenant’s vendors. Landlord’s payment of the Final Retention shall not be deemed Landlord’s approval or acceptance of the Tenant Improvement Work.

  • Payment Calculation District shall pay Contractor at a rate of $ per . District shall pay Contractor as described in attached Exhibit A

  • Final Accounting Upon the dissolution of the Company, a proper accounting shall be made from the date of the last previous accounting to the date of dissolution.