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The Blog of a Studious College Student
Saturday, 11 February 2006
Moved to Blogspot: Mari's Learning and Education Blog
Blog moved to Mari's Education and Learning Blog

I've moved to blogspot. I'm looking forward to seeing my readers there!


Posted by Mari at 11:32 AM EST
Sunday, 16 October 2005
How did this blog ever become entitled with the word "studious"
10/16/2005 1:03 PM

How this blog came to be titled the “studious” college student, I may never know since this “studious” college student has been earning Cs on her exams and hardly studying – too occupied with her business goals.

Thankfully, I have been keeping up with my calculus: integrals, derivatives, limits, logs – I love calculating these. Why? I enjoy math. Without a doubt. But when I do not constantly practice the material, and if I do not have a helpful tutor/teacher/professor I can hate the material. Thank goodness I have always had supportive math professors. These are the only ones I normally go and see in their office, because I think I genuinely like the subject.

During the end of last week I’ve been making 3am bedtime calls, a few to complete my calculus homework, and others to work toward my business goals. What I have not been doing is studying law.

In a small break room in the computer science II building I sat with my older sister studying 45 minutes before the exam, in a rush – being distracted by the flyers for new television shows, a spin-off movie of the show _Firefly_, a band/park festival, and tutors for Arabic. I earned a C on that exam, yet a high B on my accounting exam. I made a promise earlier in the year that if my grades fall below a B in my accounting class I will quit the business temporarily and do well in it, because, I plan on succeeding as an accountant – they make rather a rather large salary for little work – if they have their own firm.

Anyway, the “studious” college student will be studying calculus shortly, and trying not to think about her business goals for the time being so she can finally earn a B or above in her law class – it is looking unlikely for the time being.

Posted by Mari at 1:28 PM EDT
Tuesday, 2 August 2005

8/2/2005 4:12 AM

Even large universities can be like communities. We see classmates from old classes and say hello or wave simply because we’re merely acquainted with them. High school isn’t the only place one meets with their peers constantly, but when one matures and grows into adulthood one becomes separated from people one sees everyday. Neighborhoods are not even cohesive groups where people say hello regularly. It simply isn’t ‘done very often, and if one were to be friendly and say hello, another may be too busy to even wave back because he/she has too much on his/her mind – the kids, family, husband, wife, work, etc. I saw two acquaintances whom I met at Panera Bread one afternoon at the university yesterday but had no time to chat with them because I was awaiting an exam and they were off to class. It’s funny that when we have the time to meet and greet, obligations like studying keep us away from socializing and being who the thing that makes humans most happy: other people, but when we have more time, constant friends and acquaintance are not always available they’ve moved to other cities, towns and states to get better jobs and life their life of constantly busy-ness. At one point it seems as thought we share little common interests, unlike in college where basically everyone has classes.

Posted by Mari at 12:01 AM EDT
Monday, 1 August 2005
Modeling my class after eco
8/1/2005 2:32:15 PM

I think I might model my class after my professor’s organization and handling of his Mixed-Mode economics class. He is strict and unchanging of his rules and regulations at first, has high expectations, and what former students call “impossible” tests but today I noticed that he might be becoming slightly soft by admitting one question on the previous test was wrong and he will give back those points which were lost for those who answered it correctly (something about market failure), which is excellent for me, and probably many other students. Anyway, his structure was rather well done. There was adequate lee-way for personal errors /low times of study when he would drop two lowest assignments and quizzes (out of 12 each), but no exam because to do well on the final we would need to have learned the material fully therefore each exam could hold a large percentage of our grade.

Positive points
- High expectations in exams
- Tricky/well-worded exam questions which require one of think about the positively known information (ex. We know that the market demand curve is horizontal in a long-run perfectly competitive market, but he would ask the question like this: The perfectly competitive market for corn’s price is at 12, what would happen if the price rises to 14? The answer would be: demand would fall to zero because the demand curve of the perfectly competitive is horizontal/perfectly elastic, any change in price will drop the demand to zero.) I would need to use known economic truths to answer the question, but I might have to think about it fully and not irrationally and quickly choosing an answer. These questions are unlike normal high school level tests which ask what the definition of perfectly competitive is. I do wish my high school classes asked more exam questions which required critical thinking AFTER the teacher taught us howcritical thinking might accomplished by quizzing us with sample questions, but expectations are simply too low.
- His course allows for human error. If for some reason we are feeling unwell one day and cannot meet a deadline and complete the work to the best of our knowledge, two assignments and quizzes will be dropped
- The quizzes and assignments are similar to an easy A because answers can be shared and one is allowed to work with other classmates on them
-


Posted by Mari at 4:31 PM EDT
It's okay to be computer literate and no antisocial
8/1/2005 7:17 PM

It’s okay to be a woman and love computers, technology, and still not be an antisocial. The package is logical and possible. It is very much normally possible to be lightening fast on the computer, be knowledgeable of its limits and possibilities and be outgoing. It’s all possible!

Posted by Mari at 12:01 AM EDT
Thursday, 28 July 2005
Mixed Mode Class excellent for my learning!
7/28/2005 3:23:11 PM

What do you do when you’re on little sleep and it takes too much time and effort to learn the material? Do you just call it quits for the day and engage in something less energy or brain draining? That’s what I’m tempted to do now because my brain does not seem to work as quickly as others do, especially when I have had inadequate sleep.

I am truly enjoying the structured and step by step as well as educational procedure to the online course.

Why I like the mixed mode, Aplia, WebCT, Class mode for Econ class and why it might work for my online education business idea and what I might teach (something like y&s).

1. Step by step understanding
2. supplemental explanations in class
3. feedback on practice problems – practice assignment, practice problems, assignment,
4. I actually learn the material because it is a step-by-step learning process. Each question is asked from part of the section (divided into 3-4 parts for each concept) and then immediate application
5. Real life examples precede each chapter section ; makes the concept more concrete and visualizeable

Posted by Mari at 9:49 PM EDT
Favorite professor
Thursday, July 28, 2005 3:23pm

I really like and admire my accounting professor. She has a teaching style similar to mine, even though she can easily confuse her confuse her students. Then again, I do the same thing.

I like her because she is a CPA and makes accounting somewhat interesting because she is interesting. CPAs/Accountants are not in reality the stereotypical bean counters. They meet with clients, help make business decisions by interacting with people: managers and financial officers within the business. They are not subject to sit at a computer all day long and calculate numbers. Accountants can be great decision makers – at least that is what the school of accounting tries to instill in me. Nevertheless, I do not fully appreciate accounting right now, nor do I think I will enjoy it for long because I believe I am meant to work with people and important ideas, not money. That is what I am. A people-person, in some ways. Anyway, my accounting professor makes me believe that if she, a great personality person, can enjoy accounting for at least some part of her life, I can as well. She makes it as though the work she was doing was important. I do have some liking to the science of accounting but the professor makes it a bit more interesting. It a young, fashionable, person like her can enjoy being an accountant, why I can I not?

Yesterday we were to complete course evaluations and she said be very honest on them because this (teaching) is what she wants to do when she grows up (she is about 33-35, by the way) She is fun, curves the tests (this allows me more study time for economics), is tall, skinny and well-dressed, but surprisingly does not wear any make-up.

Other positive attributes

- Enthusiastic about teaching
- Tells stories rather well. Today she told us a story when she was a managerial accountant for a firm which creates the IV plastics and incurred an external failure where one bag a microscopic hair become stuck in one of the IV packages and almost killed a patient. Of course the expressions on her face and the foreshadowing that this is a terrible story she’s about to tell us made it more interesting to listen to.
- A teacher must be able to keep her enthusiasm when she is telling a story or explaining a concept even when the students are not interested but at one point they may become interested if she continues to show excitement.

I’d like to speak to her when my classes are over about teaching and accounting, which she likes better, because we have similar teaching styles and I simply admire her. I need a role model. Who doesn’t? Although I don’t plan to be just like her, I’d like to get her opinions on teaching, accounting, CPA, etc. It should be interesting. I just I hope I remember after my classes are over and still have an interest in speaking to her. Would she enjoy teaching high school…why does she enjoy college teaching? Etc..

She is also incredibly nice. If she did not cover the material in class, she will not place it on the test. She allows us to leave early, and this is excellent when I have economics immediately following. Especially an economics exam.


Posted by Mari at 9:48 PM EDT
Thursday, 21 July 2005
New confusing accouting professor
I have a fun, young accounting teacher from Seattle. I like her, because her, but when she teaches, I, and there rest of the class tends to become confused and does not listen. They goof off, speak to each other, and try to figure the material out on their own because they know what she says will make no sense ot them. They respect her when she teaches in an understandable manner, they are less raucous and disrespectful. But during down time, they put forth their playfulcurse word and typical college vernacular inannties, which distrubs me to no end.

Posted by Mari at 1:22 PM EDT
Wednesday, 20 July 2005
Studying is increasing my brain control and memory
7/20/05 1:30PM
After exam 2 in microeconomics, car ride home

My professor expects academic work at the level of a professor from the northeast where education is of better quality when compared to that of the southern states because his exams are more challenging that that of average Floridian professors. I am biased, though, because I learned he graduated from a competitive college and, therefore, assume that he knows what high expectations are, but I am sure that I’m not too far off in my assumption.

Having truly studied for this second exam (spending almost 75% of each day from Saturday to Tuesday) I’ve realized that learning how to learn will not help if one’s literacy skills are not at the needed level. For example, if you are a college student and know how to study using flash cards, memorization, repetition, and review, if you don’t have college-level literacy skills, then you’re studying will be a tremendous task, difficult to accomplish and will usually result in relatively undesirably exam grades.

This class has been the first class in years I have been required to memorize things for. I had always thought I had a terrible memory, that is why I remember little of what I see daily, I have few experiences ro shrae because instead of concentrate on the moment I concentrate on the future - what I can do next, which does not require me to remember much - only short-mterm notes and material. Studying with my better-memory sister I am slowly learning to train my brain because of this class. Training my brain to be at my command, allowing only on-call thoughts to enter my mind, has been a serious problem for me in the past but being required to learn what happens when the elasticity of a supply or demand curve is 1, greater than or less than 1, etc, has allowed me to train my brain to concentrate when I choose for it to concentrate and wander when I choose for it to do so. I'd never been able to train my brain before because I've rarely had to for any of my classes. One of my greatest life challenges have been solved! What a miracle.

Posted by Mari at 5:01 PM EDT
Tuesday, 19 July 2005
Economics and current challenges

Tuesday, July 19, 2005
I spent an hour at the computer lab this afternoon concentrating on learning elasticity for my economics class and now realize what effort it requires to learn material. I am a third year student taking two sophomore level classes because I have decided I am going to dual-major in English Language Arts Education and Accounting. My economics professor, graduated from the prestigious college, Cornell, and has high expectations for us. Unlike most of my previous professors, he does not tell us much of what will be on the exam, explains the concepts of ... I greatly fear his tests because they cover any and almost all material from the chapters, online course (aplia - economics website), from his power points, EVERYTHING so we have little focus when we study for the exam which makes the studying process extremely difficult. I remember most of the material I learned about supply and demand in my Macroeconomics class two years ago at my community college, so I didn't study very much for the first exam and earned a high C. This scares me. If I knew the material, and was confident that my answers were correct, how I could I possibly have gotten a C? It seemed impossible to believe. The professor states that his tests are created so that the average student gets a C, the above average, a B, etc. But over the years, because of my inadequate Florida Public School education, I've always gotten B or higher in all of my classes, including my college classes, save one challenging American Literature class. I suppose I AM an average student

My two current challenges
- Learn how to learn at the college level (my previous major was subjective, we almost never had tests, and therefore had to learn nothing new.
- Accept the fact that I will be studying most of my time instead of venturing off into my many projects and hobbies; be serious about my school work
- Try to enjoy this number and non people-oriented science

Posted by Mari at 12:01 AM EDT

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