It's stupid but i get anxiety with public restrooms because im afraid i won't pass enough to use the womens room or I'll get thrown out of the buildin
I don't know it just freaks me out
26-30, T
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@Sneakylink34 Thanks for the Best Pick!
When I was doing uni, I found getting organised early was crucial to doing well.
The courses open on line in the week before the first lecture and tutorial.
I had to put that entire week aside just for getting organised.
This included cross referencing the study goals, the rubric, the wording of the assignment, and the particular topics and angles that might interest me most.
The study goals gave me an idea of the values and approaches behind the design of the course. These often included hints about the tutor's values and preferences.
The rubric let me know the standard expected in order to achieve a Distinction or High Distinction. Even "mechanical" things like spelling, punctuation, grammar, conciseness, orderly and flowing development of ideas, and correct referencing could drag an assignment down by as much as 10% - so thorough editing makes a huge difference.
I'd buy a calendar to stick on the wall beside my study space (the bed) - and fill in the due time and date for every assignment. Then I'd mark back one week for the date for finishing the first draft. That allowed me time to check everything, edit and polish. I'd cross the days off so I could always see exactly how much time I had, and what needed doing that week.
I'd start read the first week's lecture notes (and writing questions for the tutor),
working on the theoretical and practical exercises
(these helped hugely in developing ideas for the assignments),
and reading the set and optional readings. I made notes on the most important ideas in each reading - highlighted the spots that might make the best quotes, and referenced them. This made things much faster and easier when illustrating arguments for and against the main ideas, and for supporting my premises and conclusions.
Sometimes, among these, I'd find references to writers of related ideas, arguing positions for and against the topic. I'd make notes of these references, in case I might need them later for one of the assignments. They also provided me with opportunities for further research after leaving uni.
This way, I'd hit the ground running in the first week - being fully ready for both the lecture and the tutorial - and I'd keep working that way all the way through the 12 weeks of each course, always one week ahead.
Whenever I had difficulty with anything, I found a chat with one of the librarians was often a huge help. There's usually at least one available during working hours both in person in the library, or online via The Blackboard (or uni's internal online app), or by phone.
Getting organised in this way was the main thing that helped with my anxiety.
And I'm not usually a very organised person; I normally do only as much as necessary and leave the rest. It helps that I love learning.
As an older age student, I have other responsibilities, such as cooking, laundry, keeping house, looking after horses, slashing paddocks (64 acres) and keeping weeds down. I found that while most students just out of school could manage four courses per session or semester; they were mostly still living at home with mothers to feed them, do their laundry and provide free accomodation - no need for part-time jobs.
For me, doing only one course per semester was the only way I could get those high marks.
I hope this might have helped
When I was doing uni, I found getting organised early was crucial to doing well.
The courses open on line in the week before the first lecture and tutorial.
I had to put that entire week aside just for getting organised.
This included cross referencing the study goals, the rubric, the wording of the assignment, and the particular topics and angles that might interest me most.
The study goals gave me an idea of the values and approaches behind the design of the course. These often included hints about the tutor's values and preferences.
The rubric let me know the standard expected in order to achieve a Distinction or High Distinction. Even "mechanical" things like spelling, punctuation, grammar, conciseness, orderly and flowing development of ideas, and correct referencing could drag an assignment down by as much as 10% - so thorough editing makes a huge difference.
I'd buy a calendar to stick on the wall beside my study space (the bed) - and fill in the due time and date for every assignment. Then I'd mark back one week for the date for finishing the first draft. That allowed me time to check everything, edit and polish. I'd cross the days off so I could always see exactly how much time I had, and what needed doing that week.
I'd start read the first week's lecture notes (and writing questions for the tutor),
working on the theoretical and practical exercises
(these helped hugely in developing ideas for the assignments),
and reading the set and optional readings. I made notes on the most important ideas in each reading - highlighted the spots that might make the best quotes, and referenced them. This made things much faster and easier when illustrating arguments for and against the main ideas, and for supporting my premises and conclusions.
Sometimes, among these, I'd find references to writers of related ideas, arguing positions for and against the topic. I'd make notes of these references, in case I might need them later for one of the assignments. They also provided me with opportunities for further research after leaving uni.
This way, I'd hit the ground running in the first week - being fully ready for both the lecture and the tutorial - and I'd keep working that way all the way through the 12 weeks of each course, always one week ahead.
Whenever I had difficulty with anything, I found a chat with one of the librarians was often a huge help. There's usually at least one available during working hours both in person in the library, or online via The Blackboard (or uni's internal online app), or by phone.
Getting organised in this way was the main thing that helped with my anxiety.
And I'm not usually a very organised person; I normally do only as much as necessary and leave the rest. It helps that I love learning.
As an older age student, I have other responsibilities, such as cooking, laundry, keeping house, looking after horses, slashing paddocks (64 acres) and keeping weeds down. I found that while most students just out of school could manage four courses per session or semester; they were mostly still living at home with mothers to feed them, do their laundry and provide free accomodation - no need for part-time jobs.
For me, doing only one course per semester was the only way I could get those high marks.
I hope this might have helped