5 Powerful Study Habits to Share With Your Students for College and School; Some students love being in school and proceed to enjoy every minute of their college days. Their learning experience later rewards them with the best grades. They have learned the art of effective studying, enabling them to maximize all opportunities available in school.
Here are the articles to explain, 5 Powerful Study Habits to Share With Your College and School Students
Good students never seem to struggle with any essay or research paper. Their coursework is completed on time. Exam results give a good account of their time in college. Unfortunately for other students, time seems to fly by without anything to show for it. Poor grades dominate their transcripts. The secret that defines these two categories of students is their study habits.
5 Powerful Study Habits to Share With Your College and School Students; Photo by Pexels lil artsy.
Each student has a unique approach to education. However, the uniqueness should work to your advantage. Here are universally accepted best practices while studying to guarantee the best grade and a rewarding college experience.
Seek assignment help
Schoolwork can be extremely overwhelming. It requires you to study for long hours, draft papers, edit, and proofread. You must also create time to revise for exams and work on personal projects like blogs or a business. Can I pay someone to do my assignment for me while I rest or attend to other more interesting engagements? Writing services will assist you in completing any academic task, leaving more room for personal engagements.
Check the best assignment writing services online. Reviews of homework help services will enable you to pick the most reliable one. You may also ask for recommendations from other students. They will send you to writing services and writers who have provided the most reliable homework services.
Writing services reduce the time you spend in the library or at the study desk. You create more time to rest, reducing pressure while in school. A restful mind and body will concentrate in class as well as produce captivating ideas when writing essays. The free time you get from homework help can be used to start a business or take a part-time job.
Embrace technology
Technology will make your studying easier. Also, Writing apps are part of the technology that will reduce your study time. Record lectures and replay them when revising or to capture a concept you may have missed.
Educational apps also help you to draft essays, cite sources, and format your paper. It reduces the time you take to complete assignments. Apps also enhance the accuracy of your essays. For instance, they can be used to cite sources in your essay accurately. They ensure the right structure and formatting. Technology will enable you to produce an accurate paper.
Manage your time
Time management determines your productivity in college. Every minute must be spent working towards your academic work and personal growth. Proper time management helps you to avoid a last-minute rush to submit your assignments before the deadline.
Use homework planners to control your time. Start working on assignments as soon as they are issued. Identify and stick to your priorities. Proper time management will also allow you to explore other capabilities like sports, business, and arts.
Minimize distractions
Effective studying requires you to focus on your current task. Avoid distractions like music, uninvited conversations, video games, and internet notifications. These distractions take your mind away from the tasks, slowing your progress.
Identify the best time to study, write essays, or work on personal projects. The absence of distractions enables you to use your time effectively. Set up a room or space where you can study without noise or interference. Also, Monitor your efficiency at different hours of the day or night to better understand the most effective time to study.
Learn to take breaks
Fatigue will kill your productivity and creativity. Take a break after two hours of study. Walk around the library, take a favorite drink, chat with friends, browse social media, or switch tasks. The brain feels rejuvenated once you return from a break. It will, therefore, work faster and produce more compelling ideas. Burnout will have long-term damage to your body and brain.
Positive habits will make your college years enjoyable. They help you understand the concepts taught in class and obtain the best grades. Homework help and the use of technology are some of the tips to make your college years exciting.
Do students understand the difference between school recruitment and social recruitment and whether school recruitment or social recruitment is better? If you want to figure it out, then take a good look at the following content with the resume template editor.
The difference between school recruitment and social recruitment, whether school recruitment is better or social recruitment is better
For the different recruitment methods of schools and society. We mainly compare from two aspects: one is the advantage, and the other is the social significance.
First of all, starting from the cost of the company, school recruitment is very advantageous. From the perspective of recruitment costs: the level of personnel in society is uneven, more or less. They will use their resumes to fool them, do they still need to call for interviews one by one? To put it simply, if you want to recruit a code writer, you may have 1,000 resumes through social recruitment. Since you don’t know their level and resume fraud is common, the cost of interviewing 1,000 people is huge.
If the school recruitment method adopts since there will be obvious levels between students in different schools (don’t stick to the sentence, just understand the meaning), so as long as you go to the corresponding level to recruit, it will have a good effect. For example, if I just want someone good at writing code. Then I can go to Tsinghua and Peking University to recruit, and I am not afraid that no one will come. There may only be 5 people who submit their resumes and interview 5 people, which is simple and effective. In addition, the performance of previous students uses as a reference standard. It is convenient for enterprises to identify talents.
Their performance
From the performance after entry, it is difficult to say that the recruiter will be good. Even if the recruiter has work experience. First of all, the students recruited by the school are relatively aimed at the enterprise or develop in a related direction, and the first job, just facing society, first has a certain degree of stability. For example, many students may have several offers in hand when they graduate.
Since they choose the final company, of course, they are relatively satisfied with the company, and many students will consider the direction of future development, including where to buy a house and settle down. At this time, there will also be a purpose. sex. After entering the company in this way, it is beneficial to both parties.
Most of the students recruited by the school will be very serious about their first job, just like everyone treats their first love, they will be more wholehearted. The number of people recruited by the agency may already be countless, and passion cannot beat it.
From the perspective of the company itself, going to campus to recruit is also advertising itself.
After reading the above content, everyone will know the difference between school recruitment and social recruitment and whether school recruitment is better or social recruitment is better.
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School Psychologist or School Counselor, Meaning, Definition, Characteristics, Features, Importance, Issues, and Problem. It can be confusing when thinking about the role of a school psychologist; especially when you compare them to a guidance counselor. A guidance counselor, who is very important to the everyday functioning of a school and students; focuses more on getting a student through their school career academically; and, if the student wants to attend a college they see to it that the student is equipped for the transition.
Here is the article to explain, School Psychologist or School Counselor, their Characteristics, Features, Importance, Issues, and Problem!
School Counselor or School Psychologist Meaning and Definition? Both occupations are important to a school’s function and at times go hand in hand; but, it is what a school psychologist can do that makes them vital. The school psychologist can work with a student on a much more personal level and find out; what is making them tick or what may be troubling them on a deeper level. The school counselor many times works with the student and their issues and how it pertains to their education. There are times that the guidance counselor looks upon to serve the students in both arenas and the same goes for the school psychologist.
The guidance counselor is more than likely going to have opportunities to counsel and work with a student especially; if they form a relationship with that student; but depending on the situation or issue that is occurring; it is in the best interest of the student for the school psychologist to work with them. However, it’s the individual expertise that makes them stand apart. While the guidance counselor is going over college plans and preparing transcripts for a student; the school counselor may be having a group counseling session with students who are dealing with a specific issue.
Futures or Characteristics of School Psychologist or School Counselor;
So, what does the future hold for the world of school psychology? The education realm will always be in existence but to what extent? Technology is always evolving and growing and that means there will be more and more opportunities for students to engage in specialized learning. The alternative setting may become more prominent, such as homeschooling and online/internet-based schools. This type of learning will suddenly become the normal way of educating.
The future of school psychology and educating and training new psychologists is vital. In the year 2000, the recommended ratio of students to school psychologists was 1000:1 (Curtis, Chesno Grier, & Hunley, 1998). That would be mean roughly one school counselor per school in a school district. The ratio also depends on the types of services that are being provided to the students by the school psychologist. Some students may never come into contact with their designated school psychologist; but, many need the services provided to be successful in their school career.
Other things;
In 2000, a call was made to see a shift in how a school psychologist approached their day. An ecological perspective was requested to see a change in how children were approached. It was felt that a school counselor could have more of an impact on a child’s life; if moved away from the old style and focused on making sure that the child had a healthy environment. Shifting the focus this way would also adapt to the shortage of school psychologists in an area. Making use of families, school, individual, and group settings would show genuine involvement for all who involve in a child’s life.
The role and involvement of a school counselor are where the question comes into the picture. With the homeschooling option becoming more popular a school psychologist will have to be more consultative; and, train more problem-solving skills when working with those adults (parents, teachers, administration) involved in homeschooling. School psychology is extremely important to a school and its daily function. As previously stated a school psychologist can involve very heavily in a student’s day and can be vital to their success.
Benefits or Importance of a School Psychologist or School Counselor;
It can be difficult to place a level of importance on any career; but, becoming a school psychologist is choosing a career where you could make a major impact. In the educational system, the ultimate satisfaction is seeing a student succeed not only during your time with them but watching them succeed outside of school. Unfortunately, each child or student is different and requires different approaches. Something that may bother or cause a problem for child A may not cause the issue for child B. Understanding what you are facing is key for a school counselor. The National Center for Children in Poverty or the NCCP states that one in five children from the ages of birth to 18 years old has a diagnosable mental disorder (Stagman & Cooper, 2010).
The School Psychologist must evaluate and create a plan of action for each unique as they arise and see to it that the student has the best available services. Life at home for a child is not always the best situation and it is beyond their control. The NCCP reports that fifty-seven percent of children and youth with mental health issues come from homes living at or below the federal poverty line. Students with special needs and/or mental disorders need someone that will advocate for them and has a desire to see breakthroughs and success at all levels.
Problems or Issues for School Psychologist or School Counselor;
The day for a school psychologist is not always an easy one. Each day they could be present with stressful anxiety-filled moments that would make many not envious of their career choice. School psychologists have a heart for helping and want nothing more than to see a child succeed not only in the classroom but in the real world as well. One glaring problem that the world of education is facing is that there is not enough funding in some parts of the country to hire a school counselor. If they currently have one, there is a good chance that steps are being taken to slowly eliminate that position (Weir, 2012). Schools are looking for ways to save money and have taken measures to eliminate “nonessential” school personnel and programs.
More issue to know;
In 2009, School Psychology International reported that there was an estimated 32,300 school psychologist in the nation and the task with servicing more than 6.5 million public school students (Weir, 2012). Having this much difference in the two numbers creates more of a workload for the school counselor. According to the National Association of School Psychologists, the ratio for psychologists to students is 1 to 500-700, but unfortunately; it is much higher and in some special cases can be close to 1 to 3,500. With numbers being so low, it forces school counselors to work longer hours and many times take their work home.
All careers have issues and all schools and places of education have problems; but, it’s how the issues handle and by whom. In 1995, The American Academy of School Psychology was founded to prepare and train those to deal effectively with problems or issues that stem from learning and/or human behavior (Cassel, 1999, p. 584). A school psychologist can be the most valuable person on your staff to deal with issues and problems when they pop up. That is why it is so important that funding for these positions continues and doesn’t dwindle.
Why you Becoming a School Psychologist or a School Counselor;
Before you can begin changing lives in the world of school psychology you must be willing to obtain specific education requirements. Throughout the United States, there are approximately 240 institutions that offer psychology graduate programs (“Becoming a School Psychologist,” n.d.). When deciding on an institution, the National Association of School Psychology or the NASP approves many universities that APA accredit.
How to become a school psychologist?
To become a school psychologist, you will need to either have a specialist-level degree designed for school psychology or a doctorate. Some graduate programs that offer degrees for school psychology may require that a student not only completes academic work; but, also has supervised fieldwork and possibly an internship that would equip you with the knowledge, skills, and the learning experience for working every day as a school counselor. During your graduate program, you may require to do a practicum or an internship.
This will allow you to work closely with a trained school psychologist and begin to discover what you will face when you have completed your training. Once you have completed the required schooling for this career you will need to become certified; and, depending on the state that you work in will determine if you have the requirements needed. Each state is different on what is required but the National Association of School Counselor or NASP requires minimum specialist-level training. The work and training need to become a school counselor can be daunting but it can pale in comparison to the issue that a student endures and the sheer idea that you can assist the student with their matters can make the process worth it and rewarding.
Reference; Benefits of a School Psychologist. Retrieved from https://www.ukessays.com/essays/education/benefits-of-a-school-psychologist.php?vref=1
School Psychologist or Counselor, Meaning, Definition, Characteristics, Features, Importance, Issues, and Problems; Image by StartupStockPhotos from Pixabay.
Online Classes Near Me to Make you more Productive or Psychology with Business Management Courses; While most people think that online classes would be time-consuming and difficult to learn, online education has made it easier for students to learn. Some of the benefits include having an instructor present in your time zone, virtual classrooms without the distraction of many other people around you, and getting feedback on your work from a teacher. They give you the flexibility to fit your schedule and take them on your own time at your convenience. Midigiworld Online classes can supplement traditional classroom learning opportunities, allowing students to learn on their terms. They also offer a more diverse curriculum than what is available in face-to-face courses.
How Online Classes Can Help You make Productive and Psychology with Business Management Courses!
Online classes are convenient for many people because they allow you to take your classes from anywhere in the world. They are also less expensive than traditional education, which can be a great benefit for students looking for financial aid. Finally, online classes are easier to find and take since there is no need to register for classes or attend any lectures.
Types of Online Classes;
There are three different types of online classes in Coursera that you can take. The first is the basic one, which is an online course or lecture that is available for free or at a price. The second type of online class is short-term, which are courses that usually offer by universities with little to no set duration. Lastly, there are certificate programs, which courses design to help individuals gain skills with certain niche topics.
What Makes a Course Successful?
A course is successful if it inspires your students to be more productive or better at their jobs. It’s important to keep the content interesting and relevant for your audience. Companies should offer courses that are thought-provoking, educational, and easy to follow so students can retain the information.
How to Start an Online Course?
If you’re interested, the first step is to research online classes available. You can start by looking at general courses, like “How to Start an Online Course,” or consider your specific goals. Once you’ve found a course all about your topic of interest; search for reviews on the site to see what other students think of it.
Resources for Online Courses;
There are many online course providers out there; some of which offer great courses which will be beneficial to people of all ages. Some of the courses offered are computer science, accounting, business management, English, marketing, and many more. The best part about these courses is that they are conveniently available on your smartphone or computer whenever you need them.
Conclusion;
They are a great way to work on your schedule. I have learned so much from online classes about writing and teaching. Now, if you are looking for an online course to take, the first step is finding one that interests you. I hope this post has been helpful and you’re excited to take a shot at something new. If this is the case, I recommend looking into online classes to make your routine more productive!
Online Classes near me to Make you more Productive, Psychology, with Business Management Courses; Image by Mohamed Hassan from Pixabay.
Top Business Schools rank list 2021 – Set of skills and knowledge choose The right university, maybe help for your Better, only wrong rank. As a budding entrepreneur, you can choose from a variety of business schools. Whichever app you choose, be sure to choose one that fits your ambitions. While ranking can be an important element in any application process, it certainly shouldn’t be an important factor. Also, The right universities offer you a wide range of skills and knowledge that are sure to be useful in whatever career path you choose.
Here is the article to explain, Best Management University, Top Business Schools only wrong rank list 2021.
Pursuing a career in business is a sensible choice. The possibilities are endless, there is always something new to learn, and with your transferable skills; you will never miss a new career opportunity. However, choosing the right top business university can be a long and stressful process. And off we go!
Best business schools in the USA and Canada rank for 2021.
An impressive 120 business schools in the US and Canada were included in this year’s ranking; including four in the top 10. Also, Harvard Business School is once again the leading business school in the world and holds; the world championship title for the fifth time in a row. Out of the top 10, there are nine American business schools in the 50 world; including the University of California at Berkeley (UCB, 12th), Northwestern University (14th), Columbia University (18th), and Yale University (19th century). and New York University (New York, 20). There 18 Canadian business universities in the ranking with two participants in the top 50 in the world; the University of British Columbia at 40 and the University of Toronto in 43.
Best business schools in Europe rank for 2021.
Europe is the best performing region in the top business university ranking, with 205 schools losing out, including six in the top 10. Also, INSEAD ranks the best business schools in continental Europe and London for the second year running; The top business university is another after the best institution in the UK. Outside the top 10, the University of Oxford has dropped one spot to rank 11th this year.
Other leading business schools in the UK in the top 50 include the University of Warwick at # 23, Imperial College London (collectively at # 24), and the University of Manchester (at # 30). In Spain, Top Business schools in Spain, IE Business School has risen phenomenally this year to 170 places and 31st place (from 201 to 250 last year).
Additional Spanish representations in the top 50 include ESADE Business School (21) and IESE Business School (29). There are five other European business schools in the top 50 business circles in the world: Copenhagen Business School (15th); Erasmus University in the Netherlands in Rotterdam (17th); ESSEC Business School, Paris (joint 31st); Swiss University of St. Gallen (HSG, Joint 31st) and WU Austria (Vienna University of Economics) in 37th.
Best business schools in Asia rank for 2021.
This year there are 104 Asian tops business schools in the ranking, 12 of which are in 50th place. Also, The highest-ranking school in the world in Asia is the National University of Singapore (NUS) in the 13th rank. Two other Singapore schools are in the top 50 (out of four schools) – Nanyang Technological University (NTU) in joint 24 and Singapore Management University in school 39.
Mainland China is the best-performing region in Asia for business schools ranked 18th, including four in the top 50; Tsinghua University (34th), Peking University (36th), Shanghai Zhao Tong University (44th), and Fudan University in Place. -50. Hong Kong also highly represents in the top 50 of the world. Also, The top business university with the highest ranking, Hong Kong University of Science and Technology (HKUST), was ranked 16th.
Other well-known schools in Hong Kong are the University of Hong Kong (HKU) at 41 and City University of Hong Kong at 48. Two schools in South Korea complement Asia’s presence in the world’s top 50; Seoul National University (SNU) in 38 places and Korea University in 49 places. Also, Two Indian institutions, the Indian Institute of Management (IIM) – Ahmedabad and the Indian Institute of Management (IIM) – Bangalore; narrowly missed out on places in the top 50, both in 51-100 positions.
Best business schools in Australia and New Zealand rank for 2021.
This year’s ranking includes 30 business schools from Australia and New Zealand (23 in Australia, seven in New Zealand). Also, The highest-ranking program in Australia is at the University of Melbourne, which ranks 16 in the world. Other Australian schools in the top 50 are the University of New South Wales (UNSW, 34th), University of Sydney (41st), and Monash University (44th). New Zealand does not have a business university that is in the top 50 of the world, but the University of Auckland (51-100), the school with the highest ranking, scores highly on research cited on paper and the H-index indicator.
Best business schools in Latin America rank for 2021.
This year, 23 Latin American business schools list with one program that broke the top 50 – Texnológico de Monterrey of Mexico (ITESM) in 47th place. Four other Mexican business schools register. Also, Colombia is the best-represents Latin American country with six business schools in the ranking, followed by Chile and Mexico with five each, Brazil with four, Argentina with two, and Peru with one participant.
Best business schools in Africa and the Middle East rank for 2021.
The top business university ranking includes five African universities, two universities in Egypt, and three universities in South Africa. Also, The highest-rated university on the continent is the American University of Cairo (201-250). Ranked 14 schools from the Middle East, with the American University of Beirut in Lebanon (AUB) and the American University of the United Arab Emirates in Sharjah ranking highest with 201-250. In the UAE, two other schools include in the ranking; as well as three schools in Saudi Arabia and Israel, one-second Lebanese school, and one each from Jordan, Oman, and Qatar. NGScholars website reviews, Study abroad, Scholarship information, and Education News in Nigeria.
Top Business Schools rank list 2021 by Online research on the Internet. The following Top Business Schools rank list for 2021 below are;
London Business School.
Area: London, UK – Located at the core of the world’s monetary locale, the London Business School is a worldwide foundation that offers tip-top instructive freedoms. Also, The school values the most noteworthy pace of employable alumni and an assorted understudy local area, with more than 100 identities addressed nearby. Their MBA program incorporates center topics like administration science and tasks, promoting, and authoritative conduct. Voyaging is likewise coordinated into each certificate, and understudies urge to trade information with their companions across the globe.
Harvard University.
Area: Cambridge, US – Harvard University is inseparable from scholastic greatness. With a worldwide standing that goes before itself, the Harvard Business School offers a two-year MBA program with a solid spotlight on broad administration and true insight. Also, The program incorporates case strategy courses and field projects inside its experience-based educational plan. There is likewise a solid spotlight on creating administration and synergistic abilities through little group ventures and exercises. During your subsequent year, you allow to tweak your degree to your electives.
The INSEAD.
Area: Fontainebleau, France – INSEAD is a great establishment that offers a universally eminent Executive MBA that has some expertise in creating business visionaries. Also, Learning at INSEAD will give you the establishments expected to dominate in a senior influential position. Because of the school’s inventive learning techniques, understudies will foster an assortment of authority styles. Their training techniques likewise utilize the most recent advancements, while understudies urge to foster nearby compatibility with their educators. The school has a multicultural understudy body, and understudies will profit by admittance to a different worldwide graduated class organization.
Stanford University.
Area: Stanford, US – As one of the world’s top schools, Stanford University underscores the significance of human sciences instruction. Also, This likewise applies to its MBA program at the Stanford Business School, as the main subjects wire standards of sociologies. The board capacities combine with logical abilities advancement and inventive speculation to urge imaginative ways to deal with initiative. The worldwide experience likewise incorporates into each program, and you additionally have the choice of finishing a joint degree.
Massachusetts Institute of Technology (MIT).
Area: Cambridge, US – The Massachusetts Institute of Technology’s main goal rotates around the improvement of logical information and mechanical headway. In evident MIT style, its undergrad the executive’s program adopts a logical strategy towards business. Also, The program, instructed at the Sloan School of Management, acquaints its college understudies with shifting business (Extra paying Jobs) points of view through three accessible majors and minors in administration, business examination, or account. Another basic part of this program is its adaptability as you can have practical experience in a particular space of study or follow a cross-discipline way.
Bocconi University.
Area: Milan, Italy – Located in the lovely city of Milan, Bocconi University is a universally acclaimed research establishment. The college offers an assortment of courses zeroed in on business, the board, and account, and understudies have a reasonable determination of lone wolf science projects to browse. Also, Bocconi offers specific expert projects just as a Ph.D. course in business organization and the board. After entering the work market, understudies give incredible help through the college’s solid associations; guaranteeing that its alumni can launch their vocations effectively.
The University of Pennsylvania.
Area: Philadelphia, US – Instituted by one of the United States’ principal architects, Benjamin Franklin; the University of Pennsylvania is given to explore an instructive turn of events. Also, Business students learning at the Wharton School have an uncommon chance to gain from driving scholastics in the field. The accessible undergrad programs address significant monetary ideas, examine authoritative administration, and spotlight productive critical thinking strategies. With your first year of studies zeroing in on center subjects; you are progressively permitted to plan your educational program and create in chosen territories.
The University of Oxford.
Area: Oxford, UK – The University of Oxford is an all-around-the-world eminent instructive foundation; and, its business school, the Saïd Business School, is the same. Also, It offers MBAs with a particular spotlight on individual and communitarian research; among these is the 1+1 MBA, where you can pick to complete a graduate degree in your chose discipline before joining an MBA for your subsequent year. The school has additionally collaborated with Fortune 500 Company and worldwide venture banking pioneer, Goldman Sachs, to offer the 10,000 Small Businesses program.
HEC Paris School of Management.
Area: Paris, France – HEC offers a wide scope of business courses and was ranked the awesome the world in the QS Business Masters Ranking in 2020. Also, The school is driven by perceived educators and keeps on drawing in exceptionally capable, imaginative, and aspiring people each year. Understudies are urged to foster intense and innovative attitudes that will place them in an advantageous position when they enter the universe of work. With a mix of scholarly drenching and social variety; the school has been adulated for its one-of-a-kind assortment of projects; its spearheading exploration, and its exceptional understudy body.
The University of Cambridge.
Area: Cambridge, UK – As an unmistakable, successful foundation, the University of Cambridge dominates in different fields and trains, including business. Focused at the core of the university grounds, the Cambridge Judge Business School offers a refined instructive encounter to its understudies. Its one-year MBA program, for instance, is an expansive administration degree zeroed in on fostering a profound comprehension of business capacities, relational abilities, and authority capacities. Also, The educational plan is parted into four stages; which offer understudies the chance to merge their insight and progress easily from their degree to their business vocation.
London School of Economics and Political Science (LSE).
Area: London, UK – Known for its driving scholastics in social, social, and monetary controls; the London School of Economics is clearing its way as the most noticeable exploration foundation in the UK. With understudies from more than 140 nations, LSE prides itself as a really global understudy local area. Its BSc in Management joins the business with sociologies, as its educational plan consolidates financial matters, insights, science, and brain research. Also, The program joins hypothesis and works on, empowering basic thoroughly considering functional administration ability, collaboration, and information show.
National University of Singapore (NUS).
Area: Singapore, Singapore – The National University of Singapore, or NUS as is it all the more regularly known, has developed into a main, multidisciplinary advanced education establishment; and, its business school (which was established in 1965) is frequently listed among the best schools on the planet. Also, The NUS Business School offers a holistic BBA program that wires Western and Asian viewpoints. Further, it allows its understudies to plan their educational program and consolidate modules from various controls to empower the improvement of assorted social and social viewpoints.
The University of California, Berkeley (UCB).
Area: Berkeley, US – Based on the bright West Coast, the University of California, Berkley is a grounded worldwide foundation; while its staff incorporates 99 Nobel laureates, 23 Turing Award victors, and 14 Pulitzer Prize champs. The Haas Undergraduate Program offers its business majors a scope of courses, and each program exceptionally consolidates business with different controls including designing, worldwide viewpoints, and science. Also, The educational plan covers a wide space of business tasks through its center modules; while elective courses center around subjects; for example, brand the executives, corporate money, and progressed bookkeeping.
Copenhagen Business School (CBS).
Area: Frederiksberg, Denmark – This regarded business school includes an extraordinary scholastic program that endeavors to lead the route incapable administration training. Arranged in the well-off space of Frederiksberg, CBS offers a considerable number of projects and courses for its 23,000 understudies; who get the opportunity to contemplate correspondence, financial aspects, dialects, and legislative issues, among different specializations. Also, CBS’s instructing strategy is intended to show understudies the authority improvement abilities; they should seek after vocations as chiefs, experts, and business visionaries. Understudies can likewise decide on redid advancement programs; while the school highly esteems having close working associations with a portion of the world’s driving businesses, including Deloitte, Google, KPMG, and Maersk.
Northwestern University.
Area: Evanston, IL, USA – Taught at the famous Kellogg School of Management, Northwestern University offers probably the best MBAs on the planet. With a wide scope of projects to browse, the school works with learning on various levels. As well as the school offers the chance to apply scholarly information in certifiable settings and supports joint efforts with specialists in the field. Also, understudies can follow a cross-disciplinary way and alter their educational plan to suit their requirements and interests.
Columbia University.
Area: New York City, US – Columbia University’s main subjects center around human sciences like the way of thinking, history, legislative issues, writing, craftsmanship, music, science, and composing. Through an extraordinary focus on business the executives, subjects cover viewpoints like bookkeeping, monetary announcing, and financial aspects standards. Also, Students foster their business information through a progression of elective courses curated by the Columbia Business School; where understudies can participate in research openings and co-curricular exercises like talks, industry boards, informal coaching, and systems administration occasions with MBA understudies and graduated class.
Erasmus University Rotterdam.
Area: Rotterdam, The Netherlands – As perhaps the most youthful foundation on the list; Erasmus University Rotterdam has a considerable list of accomplishments. A consistent presence among the top-level business schools in Europe; the college gives a wide scope of particular lone wolves, MBAs, and PhDs, just as leader training programs. Also, Its English Language Bachelor of Science in International Business Administration (BScIBA) program comprises free exploration and broad scholastic preparation; while you can anticipate a sample of certifiable experience through temporary positions, global trade programs, and working together with industry specialists.
The Hong-Kong University of Science & Technology (HKUST).
Area: Clear Water Bay, Hong-Kong – This top-notch research college offers understudies bleeding-edge training on account of its unrivaled instructing and examination offices. Set up in 1991, HKUST is listed as a top business school for explicit teaches like business, land, and procedure. While HKUST is moderately youthful contrasted and large numbers of different colleges highlighted on this list; it hasn’t taken long for the organization to ascend to global unmistakable quality. With a rich program index and a-list personnel, HKUST Business School has given itself to a wide scope of zones, from Chinese business and Asian monetary business sectors to trial business exploration and Asian business.
New York University (NYU).
Area: New York City, US – NYU is an exceptionally esteemed college where understudies can get a four-year certification at NYU’s Stern School of Business. With various offices and focuses to look over, understudies can genuinely refine their specialized topics. Besides center subjects, understudies can likewise take elective courses across NYU’s different schools. Besides, there is the choice to finish a double degree so you could join the business with law, science, or venture banking, among different subjects. Also, NYU Business School’s incredible area likewise implies there are a lot of open positions for graduates. In addition, the college has astounding connections to numerous eminent businesspeople. Jack Abernethy, CEO of Fox Television Stations, is one of Stern’s numerous graduated classes.
Yale University.
Area: New Haven, US – Situated in the pleasant town of New Haven and immovably situated in the Ivy League ranks; Yale University offers, also, its understudies an interesting instructive encounter. The Yale School of Management offers a different scope of MBA degrees customized for hopeful youthful experts and experienced leaders. Also, The school remains firmly associated with its parent college, and its two-year MBA program comprises a coordinated educational plan. With everything taken into account, the Yale School of Management underscores its understudies’ authority abilities and pioneering information both inside and outside the homeroom.
Top Business Schools Only wrong rank list 2021 maybe help for your Better; Image by Maura Barbulescu from Pixabay.
Self-Efficacy Meaning, Definition, and Source; Self-efficacy, also referred to as personal efficacy, is the extent or strength of one’s belief in one’s own ability to complete tasks and reach goals. Psychologists have studied self-efficacy from several perspectives, noting various paths in the development of self-efficacy; the dynamics of self-efficacy, and lack thereof, in many different settings; interactions between self-efficacy and self-concept; and habits of attribution that contribute to, or detract from, self-efficacy.
What is Self-Efficacy? also explain their topic Meaning, Definition, and Source.
Self-efficacy affects every area of human endeavor. By determining the beliefs, a person holds regarding his or her power to affect situations, strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make. These effects are particularly apparent, and compelling, concerning behaviors affecting health.
Meaning and Definition of Self-Efficacy?
Perceived self-efficacy define as people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective, and selection processes.
A strong sense of efficacy enhances human accomplishment and personal well-being in many ways. People with high assurance in their capabilities approach difficult tasks as challenges to master rather than as threats to avoid. Such an efficacious outlook fosters intrinsic interest and deep engrossment in activities. They set themselves challenging goals and maintain a strong commitment to them. They heighten and sustain their efforts in the face of failure. Also, They quickly recover their sense of efficacy after failures or setbacks.
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They attribute failure to insufficient effort or deficient knowledge and skills which are acquirable. They approach threatening situations with assurance that they can exercise control over them. Such an efficacious outlook produces personal accomplishments, reduces stress, and lowers vulnerability to depression.
In contrast, people who doubt their capabilities shy away from difficult tasks which they view as personal threats. Also, They have low aspirations and weak commitment to the goals they choose to pursue. When faced with difficult tasks, they dwell on their personal deficiencies, on the obstacles they will encounter, and all kinds of adverse outcomes rather than concentrate on how to perform successfully. They slacken their efforts and give up quickly in the face of difficulties. They are slow to recover their sense of efficacy following failure or setbacks. Because they view insufficient performance as deficient aptitude it does not require much failure for them to lose faith in their capabilities. They fall easy victim to stress and depression.
Source of Self-Efficacy
People’s beliefs about their efficacy can develop by four main sources of influence. The most effective way of creating a strong sense of efficacy is through mastery experiences. Successes build a robust belief in one’s personal efficacy. Failures undermine it, especially if failures occur before a sense of efficacy firmly establish.
If people experience only easy successes, they come to expect quick results and easily discourage by failure. A resilient sense of efficacy requires experience in overcoming obstacles through perseverant effort. Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort. After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.
Second way
The second way of creating and strengthening self-beliefs of efficacy is through the vicarious experiences provided by social models. Seeing people similar to oneself succeed by sustained effort raises observers’ beliefs that they too possess the capabilities to master comparable activities required to succeed. By the same token, observing others’ fail despite high effort lowers observers’ judgments of their own efficacy and undermines their efforts. The impact of modeling on perceived self-efficacy strongly influences by perceived similarity to the models. The greater the assumed similarity the more persuasive are the models’ successes and failures. If people, see the models as very different from themselves their perceived self-efficacy is not much influenced by the models’ behavior and the results it produces.
Modeling influences do more than provide a social standard against which to judge one’s own capabilities. People seek proficient models who possess the competencies to which they aspire. Through their behavior and expressed ways of thinking, competent models transmit knowledge and teach observers effective skills and strategies for managing environmental demands. Acquisition of better means raises perceived self-efficacy.
Third way
Social persuasion is a third way of strengthening people’s beliefs that they have what it takes to succeed. People who persuade verbally that they possess the capabilities to master gives activities are likely to mobilize greater effort and sustain it than if they harbor self-doubts and dwell on personal deficiencies when problems arise. To the extent that persuasive boosts in perceived self-efficacy lead people to try hard enough to succeed, they promote the development of skills and a sense of personal efficacy.
It is more difficult to instill high beliefs of personal efficacy by social persuasion alone than to undermine it. Unrealistic boosts in efficacy quickly dis-confirm by disappointing results of one’s efforts. But people who have been persuaded that they lack capabilities tend to avoid challenging activities that cultivate potentialities and give up quickly in the face of difficulties. By constricting activities and undermining motivation, disbelief in one’s capabilities creates its own behavioral validation.
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Successful efficacy builders do more than convey positive appraisals. In addition to raising people’s beliefs in their capabilities, they structure situations for them in ways that bring success and avoid placing people in situations prematurely where they are likely to fail often. They measure success in terms of self-improvement rather than by triumphs over others.
People also rely partly on their somatic and emotional states in judging their capabilities. They interpret their stress reactions and tension as signs of vulnerability to poor performance. In activities involving strength and stamina, people judge their fatigue, aches, and pains as signs of physical debility. Mood also affects people’s judgments of their personal efficacy. A positive mood enhances perceived self-efficacy, a despondent mood diminishes it. The fourth way of modifying self-beliefs of efficacy is to reduce people’s stress reactions and alter their negative emotional proclivities and is-interpretations of their physical states.
It is not the sheer intensity of emotional and physical reactions that is important but rather how they perceive and interpret. People who have a high sense of efficacy are likely to view their state of affective arousal as an energizing facilitator of performance, whereas those who are beset by self-doubts regard their arousal as a debilitator. Physiological indicators of efficacy play an especially influential role in health functioning and athletic and other physical activities.
What is the Self-Efficacy? Meaning, Definition, and Source; Image from Pixabay.
Benefits of Optimistic Self-Beliefs of Efficacy; There is a growing body of evidence that human accomplishments and positive well-being require an optimistic sense of personal efficacy. This is because ordinary social realities strew with difficulties. They are full of impediments, adversities, setbacks, frustrations, and inequities. People must have a robust sense of personal efficacy to sustain the perseverant effort needed to succeed. In pursuits strewn with obstacles, realists either forsake them, abort their efforts prematurely when difficulties arise, or become cynical about the prospects of effecting significant changes.
Here is the article to explain, What are the Adaptive Benefits of Optimistic Self-Beliefs of Efficacy?
It widely believes that misjudgment breeds personal problems. Certainly, gross miscalculation can get one into trouble. However, the functional value of accurate self-appraisal depends on the nature of the activity. Activities in which mistakes can produce costly or injurious consequences call for accurate self-appraisal of capabilities. It is a different matter where difficult accomplishments can produce substantial personal and social benefits and the costs involve one’s time, effort, and expendable resources. People with a high sense of efficacy have the staying power to endure the obstacles and setbacks that characterize difficult undertakings.
When people err in their self-appraisal they tend to overestimate their capabilities. This is a benefit rather than a cognitive failing to eradicate. If efficacy beliefs always reflected only what people can do routinely they would rarely fail but they would not set aspirations beyond their immediate reach nor mount the extra effort needed to surpass their ordinary performances.
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People who experience much distress have been comparing in their skills and beliefs in their capabilities with those who do not suffer from such problems. The findings show that it is often the normal people who are distorters of reality. But they display self-enhancing biases and distort in the positive direction. People who are socially anxious or prone to depression are often just as socially skill as those who do not suffer from such problems. But the normal ones believe they are much more adept than they really are. The no depressed people also have a stronger belief that they exercise some control over situations.
Social reformers strongly believe that they can mobilize the collective effort needed to bring social change. Although their beliefs rarely fully realize they sustain reform efforts that achieve important gains. Were social reformers to be entirely realistic about the prospects of transforming social systems they would either forego the endeavor or fall easy victim to discouragement. Realists may adapt well to existing realities. But those with a tenacious self-efficacy are likely to change those realities.
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Innovative achievements also require a resilient sense of efficacy. Innovations require heavy investment of effort over a long period with uncertain results. Moreover, innovations that clash with existing preferences and practices meet with negative social reactions. It is, therefore, not surprising that one rarely finds realists in the ranks of innovators and great achievers.
In his delightful book, titled, Rejection, John White provides vivid testimony, that the striking characteristic of people who have achieved eminence in their fields is an inextinguishable sense of personal efficacy and a firm belief in the worth of what they are doing. This resilient self-belief system enabled them to override repeated early rejections of their work.
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Many of our literary classics brought their author’s countless rejections. James Joyce’s, The Dubliners, was canceled by 22 publishers. Gertrude Stein continues to submit poems to editors for 20 years before one was finally accepting. Over a dozen publishers rejected a manuscript by e. e. cummings. When he finally got it to publish, by his mother, the dedication read, in upper case: With no thanks to . . . follows by the list of 16 publishers who had rejected his manuscript.
Early rejection is the rule, rather than the exception, in other creative endeavors. The Impressionists had to arrange their own exhibitions because their works go to routinely cancel by the Paris Salon. Van Gogh sold only one painting during his lifetime. Rodin was rejected three times for admission to the ‘cole des Beaux-Arts.
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The musical works of most renowned composers were initially greeted with derision. Stravinsky was run out of town by enraging Parisians and critics when he first serves them the Rite of Spring. Entertainers in contemporary pop culture have not fared any better. Decca records rejected a recording contract with the Beatles with the non-prophetic evaluation, “We don’t like their sound.
Groups of guitars are on the way out.” Columbia Records was next to turn them down. Theories and technologies that are ahead of their time usually suffer repeat rejections. The rocket pioneer, Robert Goddard, was bitterly rejected by his scientific peers because rocket propulsion would not work in the rarefies atmosphere of outer space. Because of the cold reception given to innovations, the time between conception and technical realization is discouragingly long.
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The moral of the Book of Rejections is that rejections should not accept too readily as indicants of personal failings. To do so is self-limiting.
In sum, the successful, the venturesome, the sociable, the no anxious, the no depressed, the social reformers, and the innovators take an optimistic view of their personal capabilities to exercise influence over events that affect their lives. If not unrealistically exaggerated, such self-beliefs foster positive well-being and human accomplishments.
Many of the challenges of life are group problems requiring collective effort to produce significant change. The strength of groups, organizations and even nations lies partly in people’s sense of collective efficacy that they can solve the problems they face and improve their lives through unified effort. People’s beliefs in their collective efficacy influence what they choose to do as a group, how much effort they put into it, their endurance when collective efforts fail to produce quick results, and their likelihood of success.
Adaptive Benefits of Optimistic Self-Beliefs of Efficacy; Image from Pixabay.
What knows about strengthening self-efficacy? A range of strategies that can use by teachers to enhance self-efficacy has been identified. Strategies that teachers can use to influence self-efficacy include (a) goals and feedback, (b) rewards, (c) self-instruction for verbalization of strategies, (d) participant modeling, and (e) various combinations of these strategies.
How to Increase Your Strengthening Self-Efficacy? Here is the article to explain.
Keep in mind that self-efficacy, skill development, and strategy use go hand in hand; whether it be math problem solving, soccer skills, or expository writing. Students learn strategies that enable them to develop skills resulting in increased self-efficacy strengthening.
Goals, Feedback, Rewards, and Verbalization
Because task accomplishment is the most powerful source of self-efficacy information; an important approach is to use strategies that can strengthen task accomplishment. The strategies of goal setting, feedback, rewards, and self-talk or verbalization were used in various combinations to help students categorized as LD or remedial to strengthen self-efficacy.
Schunk and Cox (1986) investigated the combination of strategy verbalization; and, effort feedback on the performance and self-efficacy of students with LD. While solving subtraction problems, students verbalized or said the task steps aloud to themselves; they were then given feedback that their successes were due to their effort. The combination of verbalization and effort feedback led to problem-solving successes, higher self-efficacy, and subtraction skills. The authors believed that the two strategies verbalization and effort feedback serve different purposes. Verbalization was useful for training students to systematically use the task strategy.
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Giving students feedback that effort is responsible for success communicated that they are developing skills and that they can continue to perform well with hard work. The importance of feedback for enhancing self-efficacy may sometimes overlook by a teacher. Pajares and Johnson (1994) conducted a study in a language arts course for preservice teachers. The students received feedback from their teacher on attempting and completing writing tasks; but, they did not receive feedback on their specific writing skills.
The end-of-course assessment revealed that, although the students improved on writing skills; their self-efficacy judgments about their skills did not increase. The authors concluded that when teachers note a growth or decline in skills (in this case, writing); they must give the students feedback about their specific skill development. As emphasized earlier, students will make future judgments not just on their actual skills; but, also on their perception of their competence in using the skill. These perceptions of self-efficacy are more likely to increase with specific teacher feedback.
Participant Modeling
Vicarious experience is the second most powerful source of self-efficacy. The most frequent form of vicarious experience for students is seeing a model (another student or teacher) perform a skill they are attempting to learn. Who is a more effective model, a peer or teacher, or a mastery or coping model?
Peer or Teacher Model?
Schunk and Hanson (1985) had students, ages 8 to 10, observe either a peer or teacher model solving fractions on a videotape. Children who had observed a peer model had higher self-efficacy and achievement scores on the math assessment than did students who had observed the teacher model. The authors concluded that the increase may have been because the children saw themselves as more similar to the peer model. The use of peer models is especially recommended for enhancement of self-efficacy among low-achieving students who are more doubtful about attaining the level of competence demonstrated by the teacher.
Mastery or Coping Model?
Which model do you think will be more effective in strengthening self-efficacy; an expert who demonstrates a high level of expertise or one who is competent, but demonstrates the strategies they used to acquire the skill? Previous research found that observer’s beliefs about competence influence by their perceived similarity incompetence to the model. Models can reflect either mastery or coping behaviors. A mastery model demonstrates a task at a high level of expertise with a high level of confidence. In contrast, a coping model demonstrates the task along with the difficulties students experienced and the strategies (e.g., effort) they used to overcome the difficulties. The effectiveness of coping versus mastery peer models was compared by Schunk et al.
Types of models
The two types of models demonstrated strategies as follows:
Peer coping model; Made errors at first and verbalized negative statements that reflected self-efficacy (e.g., “I’m not sure I can do this”). The teacher then gave a prompt (e.g., “What do you do when denominators are the same?”). Next, the coping model made statements about how they overcame failure (e.g., “I need to pay attention to what I’m doing”) and eventually performed at a mastery level.
Peer mastery models; Performed all problems correctly while working at the average rate. Verbalized high self-efficacy and ability (e.g., “I’m good at this.” “That was easy”).
The findings indicated that the subjects judged themselves as more similar to the peer coping model. Students who observed the peer coping model demonstrated higher self-efficacy for learning, greater post-test self-efficacy, and skill development compared with those who observed a peer mastery model.
Modeling is a resource that is readily available in the classroom. This is a case of positive social comparisons with others (Schunk, 2001). The important implication for teachers is to use caution in choosing peer models. An alert, the sensitive teacher can identify peer coping models in their classrooms and use them to strengthen the self-efficacy of many students.
“The Fairy Tales” short story was written by the Brothers Grimm: There were once a man and a woman who had long in vain wished for a child. At length the woman hoped that God was about to grant her desire. These people had a little window at the back of their house from which a splendid garden could be seen, which was full of the most beautiful flowers and herbs. It was, however, surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress, who had great power and was dreaded by all the world. One day the woman was standing by this window and looking down into the garden, when she saw a bed which was planted with the most beautiful rampion (Rapunzel), and it looked so fresh and green that she longed for it, she quite pined away, and began to look pale and miserable. Then her husband was alarmed, and asked: ‘What ails you, dear wife?’ ‘Ah,’ she replied,’ if I can’t eat some of the rampion, which is in the garden behind our house, I shall die.’ The man, who loved her, thought: ‘Sooner than let your wife die, bring her some of the rampion yourself, let it cost what it will.’ At twilight, he clambered down over the wall into the garden of the enchantress, hastily clutched a handful of rampion, and took it to his wife. She at once made herself a salad of it, and ate it greedily. It tasted so good to her—so very good, that the next day she longed for it three times as much as before. If he was to have any rest, her husband must once more descend into the garden. In the gloom of evening therefore, he let himself down again; but when he had clambered down the wall he was terribly afraid, for he saw the enchantress standing before him. ‘How can you dare,’ said she with angry look, ‘descend into my garden and steal my rampion like a thief? You shall suffer for it!’ ‘Ah,’ answered he, ‘let mercy take the place of justice, I only made up my mind to do it out of necessity. My wife saw your rampion from the window, and felt such a longing for it that she would have died if she had not got some to eat.’ Then the enchantress allowed her anger to be softened, and said to him: ‘If the case be as you say, I will allow you to take away with you as much rampion as you will, only I make one condition, you must give me the child which your wife will bring into the world; it shall be well treated, and I will care for it like a mother.’ The man in his terror consented to everything, and when the woman was brought to bed, the enchantress appeared at once, gave the child the name of Rapunzel, and took it away with her.
Rapunzel grew into the most beautiful child under the sun. When she was twelve years old, the enchantress shut her into a tower, which lay in a forest, and had neither stairs nor door, but quite at the top was a little window. When the enchantress wanted to go in, she placed herself beneath it and cried:
‘Rapunzel, Rapunzel, Let down your hair to me.’
Rapunzel had magnificent long hair, fine as spun gold, and when she heard the voice of the enchantress she unfastened her braided tresses, wound them round one of the hooks of the window above, and then the hair fell twenty ells down, and the enchantress climbed up by it.
After a year or two, it came to pass that the king’s son rode through the forest and passed by the tower. Then he heard a song, which was so charming that he stood still and listened. This was Rapunzel, who in her solitude passed her time in letting her sweet voice resound. The king’s son wanted to climb up to her, and looked for the door of the tower, but none was to be found. He rode home, but the singing had so deeply touched his heart, that every day he went out into the forest and listened to it. Once when he was thus standing behind a tree, he saw that an enchantress came there, and he heard how she cried:
‘Rapunzel, Rapunzel, Let down your hair to me.’
Then Rapunzel let down the braids of her hair, and the enchantress climbed up to her. ‘If that is the ladder by which one mounts, I too will try my fortune,’ said he, and the next day when it began to grow dark, he went to the tower and cried:
‘Rapunzel, Rapunzel, Let down your hair to me.’
Immediately the hair fell down and the king’s son climbed up.
At first Rapunzel was terribly frightened when a man, such as her eyes had never yet beheld, came to her; but the king’s son began to talk to her quite like a friend, and told her that his heart had been so stirred that it had let him have no rest, and he had been forced to see her. Then Rapunzel lost her fear, and when he asked her if she would take him for her husband, and she saw that he was young and handsome, she thought: ‘He will love me more than old Dame Gothel does’; and she said yes, and laid her hand in his. She said: ‘I will willingly go away with you, but I do not know how to get down. Bring with you a skein of silk every time that you come, and I will weave a ladder with it, and when that is ready I will descend, and you will take me on your horse.’ They agreed that until that time he should come to her every evening, for the old woman came by day. The enchantress remarked nothing of this, until once Rapunzel said to her: ‘Tell me, Dame Gothel, how it happens that you are so much heavier for me to draw up than the young king’s son—he is with me in a moment.’ ‘Ah! you wicked child,’ cried the enchantress. ‘What do I hear you say! I thought I had separated you from all the world, and yet you have deceived me!’ In her anger she clutched Rapunzel’s beautiful tresses, wrapped them twice round her left hand, seized a pair of scissors with the right, and snip, snap, they were cut off, and the lovely braids lay on the ground. And she was so pitiless that she took poor Rapunzel into a desert where she had to live in great grief and misery.
On the same day that she cast out Rapunzel, however, the enchantress fastened the braids of hair, which she had cut off, to the hook of the window, and when the king’s son came and cried:
‘Rapunzel, Rapunzel, Let down your hair to me.’
she let the hair down. The king’s son ascended, but instead of finding his dearest Rapunzel, he found the enchantress, who gazed at him with wicked and venomous looks. ‘Aha!’ she cried mockingly, ‘you would fetch your dearest, but the beautiful bird sits no longer singing in the nest; the cat has got it, and will scratch out your eyes as well. Rapunzel is lost to you; you will never see her again.’ The king’s son was beside himself with pain, and in his despair he leapt down from the tower. He escaped with his life, but the thorns into which he fell pierced his eyes. Then he wandered quite blind about the forest, ate nothing but roots and berries, and did naught but lament and weep over the loss of his dearest wife. Thus he roamed about in misery for some years, and at length came to the desert where Rapunzel, with the twins to which she had given birth, a boy and a girl, lived in wretchedness. He heard a voice, and it seemed so familiar to him that he went towards it, and when he approached, Rapunzel knew him and fell on his neck and wept. Two of her tears wetted his eyes and they grew clear again, and he could see with them as before. He led her to his kingdom where he was joyfully received, and they lived for a long time afterwards, happy and contented.
“The Fairy Tales” short story was written by the Brothers Grimm: A shepherd had a faithful dog, called Sultan, who was grown very old, and had lost all his teeth. And one day when the shepherd and his wife were standing together before the house the shepherd said, ‘I will shoot old Sultan tomorrow morning, for he is of no use now.’ But his wife said, ‘Pray let the poor faithful creature live; he has served us well a great many years, and we ought to give him a livelihood for the rest of his days.’‘But what can we do with him?’ said the shepherd, ‘he has not a tooth in his head, and the thieves don’t care for him at all; to be sure he has served us, but then he did it to earn his livelihood; tomorrow shall be his last day, depend upon it.’
Poor Sultan, who was lying close by them, heard all that the shepherd and his wife said to one another, and was very much frightened to think tomorrow would be his last day; so in the evening he went to his good friend the wolf, who lived in the wood, and told him all his sorrows, and how his master meant to kill him in the morning. ‘Make yourself easy,’ said the wolf, ‘I will give you some good advice. Your master, you know, goes out every morning very early with his wife into the field; and they take their little child with them, and lay it down behind the hedge in the shade while they are at work. Now do you lie down close by the child, and pretend to be watching it, and I will come out of the wood and run away with it; you must run after me as fast as you can, and I will let it drop; then you may carry it back, and they will think you have saved their child, and will be so thankful to you that they will take care of you as long as you live.’ The dog liked this plan very well; and accordingly so it was managed. The wolf ran with the child a little way; the shepherd and his wife screamed out; but Sultan soon overtook him, and carried the poor little thing back to his master and mistress. Then the shepherd patted him on the head, and said, ‘Old Sultan has saved our child from the wolf, and therefore he shall live and be well taken care of, and have plenty to eat. Wife, go home, and give him a good dinner, and let him have my old cushion to sleep on as long as he lives.’ So from this time forward Sultan had all that he could wish for.
Soon afterwards the wolf came and wished him joy, and said, ‘Now, my good fellow, you must tell no tales, but turn your head the other way when I want to taste one of the old shepherd’s fine fat sheep.’ ‘No,’ said the Sultan; ‘I will be true to my master.’ However, the wolf thought he was in joke, and came one night to get a dainty morsel. But Sultan had told his master what the wolf meant to do; so he laid wait for him behind the barn door, and when the wolf was busy looking out for a good fat sheep, he had a stout cudgel laid about his back, that combed his locks for him finely.
Then the wolf was very angry, and called Sultan ‘an old rogue,’ and swore he would have his revenge. So the next morning the wolf sent the boar to challenge Sultan to come into the wood to fight the matter. Now Sultan had nobody he could ask to be his second but the shepherd’s old three-legged cat; so he took her with him, and as the poor thing limped along with some trouble, she stuck up her tail straight in the air.
The wolf and the wild boar were first on the ground; and when they espied their enemies coming, and saw the cat’s long tail standing straight in the air, they thought she was carrying a sword for Sultan to fight with; and every time she limped, they thought she was picking up a stone to throw at them; so they said they should not like this way of fighting, and the boar lay down behind a bush, and the wolf jumped up into a tree. Sultan and the cat soon came up, and looked about and wondered that no one was there. The boar, however, had not quite hidden himself, for his ears stuck out of the bush; and when he shook one of them a little, the cat, seeing something move, and thinking it was a mouse, sprang upon it, and bit and scratched it, so that the boar jumped up and grunted, and ran away, roaring out, ‘Look up in the tree, there sits the one who is to blame.’ So they looked up, and espied the wolf sitting amongst the branches; and they called him a cowardly rascal, and would not suffer him to come down till he was heartily ashamed of himself, and had promised to be good friends again with old Sultan.
