Hello I need help with my Essay.

Include an introduction. The introduction to your paper should be one paragraph that states the overarching concept for your paper. The introduction is the first paragraph of the paper in which you will introduce readers to the three main topics in your paper: career goals, learning strategies for success, and time management.

Describe your career goals ( My career Goals are to work with OSHA) . What were your career goals when you first began this course? How have they changed (Career Goals Haven't changes, I still want to Work with OSHA) ? What future courses will you take that will help you reach your goals? What role will mentors play in your quest?

Make sure that you list the courses from your Degree Advisement Plan (DAP) and how they will assist your future career goals.

Listed Below are Classes I will be taking -

- Introduction to Workplace Safety

- Physics I

- Total Environmental Health and Safety Management

- Industrial Ergonomics

- Interactions of Hazardous Materials

- Assessing Environmental Science

- Principles of Fire and Emergency Services Safety and Survival

- General Chemistry I

- Introduction to Contractor Safety

- Non-Majors Biology

- Training and Development

- College Algebra

- Art Appreciation

- General Psychology

Identify your learning style. What is your learning style? (I'm a hands on / notetaking learner In a Notebook) How can awareness in this area impact your behaviors as a student? What can you do to improve? How can your family help support your study habits?

Include a paraphrased statement from your course textbook and/or a peer-reviewed article from the CSU Online Library to support your learning style and study methods. Make certain to include in-text citations

Identify your time management techniques ( I manage my time between work and school. I keep both balanced) . When you first began this course, how well did you manage your time? ( I was staying on top of my classes and I still have) What consumes most of your time on a daily basis now? ( Mostly work and school, I try to spend an equal amount on both) Can adjustments be made in this area? What new strategies will you begin to incorporate in your educational experiences as well as your work and home environments to best balance all of your obligations?

Provide a conclusion. The last paragraph should summarize the body of your paper. It should reflect back to the introduction and briefly state how you will approach career goals, time management, and study methods.

Please use the Reference below and use in text Citations

Behav. Sc1. 2024, 14, 756 Gof 9 4. Discussion 4.1. Relationship betieen Notetaking Medium and Delayed Learning Effect under Review-Absent Group The current study found that electronic notes predicted poorer performance than traditional notetaking in the delayed test. When review was not allowed, notetaking medium was positively related to delayed test scores, while no significant mediation effect of word count was found. The levels of the processing framework suggest that organized notetaking (i.e., sum- marizing, concept mapping) involves deeper cognitive processing and thus promotes enhanced information retention [17]. However, transcribed notes have generally been found to be less effective at promoting encoding. Their encoding function is mainly shown in the convention between orthographic and phonological processes when the leamer records the input information, such as writing down what is heard [18]. The greater the number of notes taken, the more processing conversions will be generated. Though this benefits the immediate learning effect to some extent, it has been shown to impair retention, which means that delayed learning is less effective [19]. This was supported by our finding of there being no significant mediating effect of word count between notetaking medium and delayed test scores. Hence, when not allowed to review, the longhand participants also outperformed the laptop-typing participants in the delayed test. The results suggest that, compared with notetaking media, the level of notetaking processing seems to be more worthy of attention. Whether it is electronic notes or traditional notes being taken, it is essential to take organized notes of the leamning material. The organized notetaking of learned material can combine the external storage and easy-search functions, as well as the encoding function of electronic notes. 4.2, Relationship betiween Notetaking Medium and Delayed Learning Effect under Review-Present Group People rely on the notion that reviewing can partially offset the detriment associated with electronic notes to encoding. However, the current study casts doubt on this reliance. We empirically supported Mueller's view that more notes being taken with electronic notes hardly balanced the associated deficits in encoding. In general, it showed that when reviewing was allowed, notetaking medium positively predicts delayed test performance, while word count negatively mediates this relationship. As mentioned, the essence of reviewing is to construct prior knowledge encoded before the review and leaming the matenal in one's notes [10]. Indeed, more learning material benefits learners to some degree. Consistent with previous studies, our findings also showed that when reviewing is allowed, notetaking medium negatively predicts delayed test performance through word count. Yet, prior knowledge is the basis of whether more learning material can engender more constructive processing. To take an extreme example, reviewing is unhelpful when all coding effects before reviewing are forgotten. This is because all notes will be newly and thoroughly learmned. This was supported by our findings that the positive direct effect between notetaking medium and delayed test scores was weaker than the negative indirect effect of the word count. It is worth noting the studies in which note integrity promotes performance. Given that the true benefit of lecture notetaking appears to stem from the external storage function [20], it 1s plausible that the extent to which students record incomplete lecture ideas into their notes hinders the external storage function of lecture notes and diminishes learning and achievement. Regardless of notetaking medium, however, participants failed to record most of the ideas presented during the lesson on average, recording just 35% of lesson ideas, and 20 of those noted ideas were partial notes [21]. Despite the speed advantage of typing notes, computer-using notetakers still record fewer than half of the ideas presented during lectures [2,9,22]. As Morehead points out, most college students are not sufficiently trained in the use of electronic notetaking [2]. However, there is no doubt that electronic notetaking as a technology requires adequate training. If a digital-note notetaker wanted