Meet Sarah, Cornell Johnson MBA Student

This interview is the latest in an Accepted.com blog series featuring  interviews with current MBA students, offering readers a behind-the-scenes look at  top MBA programs. And now, introducing Sarah Markels Maynard, a second  year student at Cornell Johnson†¦ Accepted: Wed like to get to know you! Where are you from? Where and what did you study as an undergrad? Sarah: I grew up in sunny San Diego, California. For college, I ventured back east to Wellesley College, where I majored in Physics. Something that I did not appreciate until after graduating from Wellesley was how empowering it had been to have strong, smart, and capable women in all of the leadership roles around me. It was incredibly inspiring for me and I feel that it helped motivate me to excel in hard science fields that I wouldn’t have normally felt comfortable pursuing. This is why it has been especially important to me to be involved in the Forte Foundation and other activities that support women in pursuing their desired careers. Accepted: Where are you in b-school? What year? Sarah: It is hard to believe, but I will be graduating in a few short weeks from the two-year MBA program at Johnson at Cornell University. The two years go by far more quickly than you think that they will! After graduation, I am excited to say that I will be joining GE Capital ECLP, a rotational commercial leadership program. Accepted: Whats your favorite thing about Johnson?   Sarah: I was originally attracted to Johnson’s tight-knit community and found that I truly connected to all of the students that I met while exploring my options for business school. Over the course of my two years I have found that Johnson really does hold up to my initial impressions. The faculty is superb and I love that the school truly responds to student concerns. In direct response to student and faculty input, Johnson is going to be revising its core curriculum for the upcoming year to better address student needs. Accepted: Are you involved in any clubs on campus? How central to student life is club involvement? Sarah: While at Johnson, I have gotten extremely involved in the community – it adds a lot to the business school experience because it enables you to reach different groups across campus and give back to the community. As a Forte Fellow, I have been involved in several of the recruiting events for women interested in business school and I served as a student representative on the Diversity Council and the female subcommittee. Additionally, I served as President of the Women’s Management Council, VP of Marketing of the High Tech Club, and, most recently, I co-founded the Johnson Women in Technology Conference with one of my fellow second year classmates at Johnson. Accepted: Can you tell us about the Women in Technology Conference? Sarah: In my first year in business school, I went on a trek to Seattle to visit some of the high tech companies in the city. I shared a room with my classmate, Melissa Adeyanju, who was interested in pursuing a career at a tech company but was uncertain about her chances given her non-engineering background. Having worked in tech, I knew that a degree in engineering was certainly not a requirement! We spoke about ways that we could foster a community for women who were interesting in finding a future in tech and ultimately founded the Johnson Women in Technology (JWiT) Conference. The first year’s theme was â€Å"Power Up Your Future† and our aim was to start a conversation for women interested in investing in their futures in technology. We had an excellent line up of speakers and panels. We have already picked the new co-chairs for next year’s conference, so mark your calendars for March 20, 2015! Accepted: Can you talk about your experience with the Forte Foundation?   Sarah: I’m very proud to be a Forte Fellow and greatly value the doors that it opens up for female MBA Candidates. They hold an annual conference for women joining Forte Sponsor MBA programs and I highly recommend attending the conference, regardless of whether or not you are a Forte Fellow. I met some of my closest friends at Johnson at the Forte Conference in 2012 in Los Angeles. The conference is a great place to not only meet other incoming students, but also get some tips for hitting the ground running once you start your program. Accepted: What would you say are your top 3 MBA admissions tips? Sarah: 1. Know yourself – Understand your top three defining characteristics and weave these descriptions throughout your application and interviews. Knowing who you are and your defining strengths is key not only to getting into business school, but also finding your perfect career after business school. 2. Paint a clear picture of your future – When thinking about business school and writing your application, I realized that I had to do a lot of soul searching of how an MBA truly fit into my future and how it would help me get where I wanted to go. You should have a clear idea of the skills and experiences that only an MBA program can provide. Even more, you need to understand what you will bring to that MBA program. 3. Get to know current students – For most programs you are going to be dedicating two years of your life to your education. This means taking yourself out of the workforce and using that time to invest in yourself. You need to make sure that you actually like the people that you will be spending time with, especially during the demanding curriculum that many of the top programs will give you. For one-on-one guidance on your b-school application, please see our MBA Application Packages.   Thank you Sarah for sharing your story with us! You can connect with Sarah via LinkedIn.    Accepted.com ~ Helping You Write Your Best

Primary School Education Essay - 825 Words

Primary School Education (Essay Sample) Content: Primary School EducationInstitutionNameAssessment is a way by which a teacher gathers and analysis information about the achievements of a pupil. It is also known as evaluation.Importance of assessmentsHelps educators in setting of standards: It is in most cases achieved through performance evaluation of a student. The performances demonstrate the level of understanding, mystery and knowledge of the pupil Evaluate progress: The assessment show how the pupil is doing in his/her studies. They also help. How he/she is progressing, how to do better and what he/she would like to learn. The teacher gets to understand what works best for the pupil, what to do in helping the students more and which direction to be followed next.Helps in determining the progress of the student: It is attained through assessing what the student has learned, whether the pupil can about the knowledge taught recently and whether he/she can demonstrate new skills learned or use them in other projec ts.Helps in providing a diagnostic feedback: This shows the knowledge and performance base of the student, what the teacher has to teach the pupils and the needs of the pupil.Methods used to assess pupilsPerformance Assessment: This is an assessment whereby the test is all standard that is, from the questions, the amount of time given for completion of the test, to the year the test has been done. In most cases, the performance of the pupil in such tests, determines whether the student is qualified to move to the next grade and the teachers compensation and administration. It deals with on the spot assessment of pupils on demonstration of how good they are in doing their tasks (Maki, 2004).Authentic Assessment: The teacher usually designs it to test the understanding of studentà ¢Ã¢â€š ¬s material. Examples of such assessments include oral presentations, portfolios of pupils work, open-ended queries, rubrics, self-evaluation, peer evaluation, performance task and written essays. T hese assessments give pupils feedback on their level of understanding of the information and information of what has to be done to improve in their academics.Traditional assessment: It goes in line with all the reasons associated with evaluation of learning and reporting. It focuses on testing pupils as a way of determining how far or how much they have been learning. It mostly focuses on the content of learning rather than the learning process of pupils. Such tests are done usually, during the end of the year or end of a certain unit or course.Dynamic assessment: It is done based on interactive assessment whereby, the teacher is supposed to give pre-planned hints, which are usually based on the level of current achievements of the pupil. Its purpose is to get the instruction effects on what the pupil or examinee can do, when he/she is or is not given assistance, given the chance to increase their complexity ( Haywood Tzuriel, 2002). There are two forms of dynamic assessment. The s andwich format where a pupil receives a pre test with no assistance and is usually based on the responses of the examinee and there is provision of contingent instructions. Later on, another form of the pre test is given to measure differences after instructions. The other format (cake format) there is provision of individual assistance as soon as there is an encounter of examinee problem with presentation of the next item after resolving the issue (Trice A.D, 2000).Tools used in assessment of pupilsObserving pupils: They are observed for reasons such as, monitoring behavior and checking the progress of the pupils. This may for instance happen in cases where a teacher decides to scan a classroom, look and listen to what the students are doing or saying as a way of reflecting the pupilà ¢Ã¢â€š ¬s level of understanding or development of skills.Anecdotal records: these are the descriptions of pupilà ¢Ã¢â€š ¬s behavior at certain place and time and recorded soon after a particular be havior has taken place. Such records are useful in situations with children having behavioral, social and emotional issues. They are also useful to teachers in making records of learning events for every child and is helpful in drawing reports to parents and in development of overall evaluation judgments.Checklist: Mostly used by teachers in collecting information on all behaviors that have been identified on the students. Such behaviors include; motor skills and literacy skills. They are simple tools used in recording observations of a number of pupils in a certain range of behaviors.Student work: These work samples range from formal assignments to class work. They are assessed either individually or in a collection. The students work is useful as it gives teachers all the information about the progress in learning and usually provides further learning opportunities.Portfolios: These are samples of a pupilà ¢Ã¢â€š ¬s work, which are used to evaluate their progress in learning ove r a certain period. This is done by comparing different results throughout a certain given range of time.Graphic organizers: These tools represent thoughts, concepts, knowledge and ideas visually. They help in thoughts organization and in promotion of understanding. This section has some graphic organizers and a few examples of how schools used them successfully for various reasons.Review and reflection: These helps students in reviewing and reflecting on their progress, knowledge and everything they have been learning and achieving during a certain topic or subject.Importance of reports for primary school ... Primary School Education Essay - 825 Words Primary School Education (Essay Sample) Content: Primary School EducationInstitutionNameAssessment is a way by which a teacher gathers and analysis information about the achievements of a pupil. It is also known as evaluation.Importance of assessmentsHelps educators in setting of standards: It is in most cases achieved through performance evaluation of a student. The performances demonstrate the level of understanding, mystery and knowledge of the pupil Evaluate progress: The assessment show how the pupil is doing in his/her studies. They also help. How he/she is progressing, how to do better and what he/she would like to learn. The teacher gets to understand what works best for the pupil, what to do in helping the students more and which direction to be followed next.Helps in determining the progress of the student: It is attained through assessing what the student has learned, whether the pupil can about the knowledge taught recently and whether he/she can demonstrate new skills learned or use them in other projec ts.Helps in providing a diagnostic feedback: This shows the knowledge and performance base of the student, what the teacher has to teach the pupils and the needs of the pupil.Methods used to assess pupilsPerformance Assessment: This is an assessment whereby the test is all standard that is, from the questions, the amount of time given for completion of the test, to the year the test has been done. In most cases, the performance of the pupil in such tests, determines whether the student is qualified to move to the next grade and the teachers compensation and administration. It deals with on the spot assessment of pupils on demonstration of how good they are in doing their tasks (Maki, 2004).Authentic Assessment: The teacher usually designs it to test the understanding of studentà ¢Ã¢â€š ¬s material. Examples of such assessments include oral presentations, portfolios of pupils work, open-ended queries, rubrics, self-evaluation, peer evaluation, performance task and written essays. T hese assessments give pupils feedback on their level of understanding of the information and information of what has to be done to improve in their academics.Traditional assessment: It goes in line with all the reasons associated with evaluation of learning and reporting. It focuses on testing pupils as a way of determining how far or how much they have been learning. It mostly focuses on the content of learning rather than the learning process of pupils. Such tests are done usually, during the end of the year or end of a certain unit or course.Dynamic assessment: It is done based on interactive assessment whereby, the teacher is supposed to give pre-planned hints, which are usually based on the level of current achievements of the pupil. Its purpose is to get the instruction effects on what the pupil or examinee can do, when he/she is or is not given assistance, given the chance to increase their complexity ( Haywood Tzuriel, 2002). There are two forms of dynamic assessment. The s andwich format where a pupil receives a pre test with no assistance and is usually based on the responses of the examinee and there is provision of contingent instructions. Later on, another form of the pre test is given to measure differences after instructions. The other format (cake format) there is provision of individual assistance as soon as there is an encounter of examinee problem with presentation of the next item after resolving the issue (Trice A.D, 2000).Tools used in assessment of pupilsObserving pupils: They are observed for reasons such as, monitoring behavior and checking the progress of the pupils. This may for instance happen in cases where a teacher decides to scan a classroom, look and listen to what the students are doing or saying as a way of reflecting the pupilà ¢Ã¢â€š ¬s level of understanding or development of skills.Anecdotal records: these are the descriptions of pupilà ¢Ã¢â€š ¬s behavior at certain place and time and recorded soon after a particular be havior has taken place. Such records are useful in situations with children having behavioral, social and emotional issues. They are also useful to teachers in making records of learning events for every child and is helpful in drawing reports to parents and in development of overall evaluation judgments.Checklist: Mostly used by teachers in collecting information on all behaviors that have been identified on the students. Such behaviors include; motor skills and literacy skills. They are simple tools used in recording observations of a number of pupils in a certain range of behaviors.Student work: These work samples range from formal assignments to class work. They are assessed either individually or in a collection. The students work is useful as it gives teachers all the information about the progress in learning and usually provides further learning opportunities.Portfolios: These are samples of a pupilà ¢Ã¢â€š ¬s work, which are used to evaluate their progress in learning ove r a certain period. This is done by comparing different results throughout a certain given range of time.Graphic organizers: These tools represent thoughts, concepts, knowledge and ideas visually. They help in thoughts organization and in promotion of understanding. This section has some graphic organizers and a few examples of how schools used them successfully for various reasons.Review and reflection: These helps students in reviewing and reflecting on their progress, knowledge and everything they have been learning and achieving during a certain topic or subject.Importance of reports for primary school ...