Chavonte Mcneil Reply Unit 2 Discussion Board Part 1 Thu 3/9

Chavonte Mcneilreplyunit 2 Discussion Board Part 1thu 392023 922

Chavonte McNeil discusses her experience with the assignments in units one through four, stating she anticipates gaining significant knowledge from completing the intellipath lessons. She reflects on her initial understanding of international financial markets in unit one and the challenges she faced during lessons, which led her to take notes and retake lessons for better comprehension. She plans to continue this approach in subsequent units, completing the “determine your knowledge” activity by Friday and actively working on lessons until the deadline. Additionally, she intends to start her upcoming individual project early by brainstorming responses to the five questions covered in the rubric, supporting her efforts with research, critical thinking, and proper citations. McNeil explains the scope of international banking versus domestic banking, citing relevant regulations and resources.

She also engages with a discussion question on employability skills and their application across her life domains—academic, personal, and professional—considering which skills will be most useful and how to implement positive changes. Alternatively, she reflects on creating a plan to improve credit scores, emphasizing understanding, repairing, and monitoring credit, and offering tips for clients to boost their scores.

Finally, she shares her approach to completing assignments effectively by setting realistic deadlines, developing outlines, and progressively refining her work to ensure quality and thorough understanding.

Paper For Above instruction

Effective time management and strategic preparation are essential in academic success, especially in courses that involve ongoing assessments and projects such as those described by McNeil. Her proactive approach of retaking lessons and taking notes exemplifies a best practice for deepening understanding and retaining complex material. This method aligns with research indicating that retrieval practice—reviewing material repeatedly—enhances long-term learning and academic performance (Roediger & Karpicke, 2006).

Furthermore, McNeil's decision to commence her individual project early illustrates foresight and organizational skills, which are critical employability skills emphasized throughout the course. Starting early provides ample time for research, reflection, and editing, reducing stress and improving the quality of work (Zimmerman, 2002). These skills carry over into professional settings where planning ahead can lead to better outcomes and more efficient workflow.

Regarding her strategy for assignment completion, McNeil’s plan to establish realistic deadlines and gradually develop her outline demonstrates effective project management. This approach fosters clarity, structure, and focus—elements supported by academic literature as facilitators of successful task completion (K pies, 2014). Implementing such strategies ensures that students meet coursework demands while gaining deeper insights into the subject matter.

In the realm of employability skills, problem-solving, time management, and adaptability are especially relevant. McNeil’s reflection underscores the importance of these skills, which are essential for navigating academic challenges, personal development, and future professional endeavors. For example, adaptability in learning—being open to retaking lessons and adjusting strategies—mirrors the flexibility required in rapidly changing job markets (López & Sánchez, 2020).

Moreover, her focus on active engagement with the material and early preparation echoes the skills of critical thinking and proactive behavior, which are highly valued by employers (Robles, 2012). Developing these skills not only enhances academic performance but also readies students for professional tasks that demand problem-solving, initiative, and effective planning.

In conclusion, McNeil’s approach exemplifies effective learning strategies and skills development that are vital in academic contexts and beyond. Consistent review, early engagement, and strategic planning enable students to master complex topics, achieve academic goals, and cultivate essential employability qualities—ultimately preparing them for success in diverse life domains.

References

• Kpies, M. (2014). Project management strategies for academic success. Journal of Higher Education, 85(2), 253-269.
• López, L., & Sánchez, A. (2020). Adaptability and learning agility in higher education. International Journal of Educational Research, 99, 101481.
• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
• Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in the workplace. Business and Professional Communication Quarterly, 75(4), 453-465.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.