Assignment goal:

For this assignment, I want you to think about two important questions: (1)What would it look
like if your time here in the HSF program is a success; and (2)what would it look like if this
year goes wrong? What would “going wrong” mean to you? What obstacles (relationships,
behavior patterns, beliefs, or attitudes) could pull you down? How could you fight against
these obstacles? What have you already learned in this course that may affect your future
vision?

 Where are YOU going? How will YOU Get There?

The concept of success varies between person and individual, and field by field.
Economic success may be used to characterize a person good in life and neglect his other
failings, such as divorce, medical problems, inefficiency, etc. Others should look at their
potential to resolve obstacles, regardless of what people earn and what their private lives
are like. So, who is a good man? Who's a good man? Our courses and test results in
school and college a means to forecast or ensure career success? If that is right, so as
many youths as possible should be motivated to go to school and work hard to get formal
qualifications.
'The progress of a student' can be understood as taking students to a degree or diploma by
and through the institution. This contrast between facets of success — particularly the
disparity between success for a student or an institution as opposed to what higher
education requires culture — is at the center of the national discourse. The success of
students is greatly impacted by the history and experience of pre-school students as well
as their present context. Research indicates that students are somewhat diverse in their
ability to receive post-secondary education, and these discrepancies are significant in
terms of post-secondary performance.
For a student, a success story means fulfilling his aims and achieving successful grades.
Good students engage and participate positively in their research. They successfully
balance their research and spare time. The key sources are primary and secondary
experience, while others are socio-economic, family, and peer- and early psychological
influences. This combination of influences is balanced by our reading of history reports.
The main focus for much of the articles is that each student's economic conditions, social
and cultural backgrounds, and perceptions and beliefs have a profound effect on college
experiences (both in general and specifically toward higher education).
Research echoed that the awareness and relatively predictable background and
background variables indicate much of the variation in college achievement. These
considerations cannot be changed by higher education reform itself. But the experience of
conditional consequences – for whom under what conditions – will lead to more
accurately targeting expenditure and activity in places of high potential earnings at all
stages.

 How will YOU know when you are there?

The history publications examined beyond a growing degree at several different
definitions of student performance. While each paper offered a particular taxonomy,
cognitive results, self-improvement and task accomplishment, work and career growth,
public and leadership abilities, socioeconomic well-being, as well as dedication to
 continuing education were the key definitions. Although the papers warned against too
limited concepts of student performance, few recommended specific steps.
Develop a bold, inspirational, intentional view. Get above your thoughts and ask God to
work miracles. Using a vocabulary that enthuses all and challenges them to push for the
target. Offer people an improved definition such that, rather than just laying stones, they
perceive themselves to be a huge cathedral. Set priorities to set clear goals for success.
The state obviously what, where, how, and who. There are a variety of objectives for
each strategic purpose. In the case of research, identify goals, objectives, the need of that
specific project in the environment, and most importantly, look for the available facilities.
When you go through all this stuff and take the decisions according to the given
scenarios, you will be able to succeed. And when you are content with your results and
accomplishments. You are there to celebrate. There is never a certain point that we get to
know that “that is it”, we don’t have to go further. For me, life goes on, so do your
accomplishments in the career. Just be content with what you have, you will get more of
it.
Also, any meaningful measure has to be checked to the degree that lawmakers and the
public believe and appreciate. These standards make it clear that college qualifications
(e.g. a degree) will continue to be the key policy metric for the near future, with the use
of constantly updated knowledge on the topic of "educational capital" as higher-order
literacy skills to ensure U.S. grades stay competitive globally.

 What could stop YOU from getting there?

If you are living to get your goals accomplished, still you are doing that with stress, you
are risking your everything on it. Your health, career, and education, all will be on the
urge of risk. Stress causes havoc on your emotional and physical balance. This reduces
your power to understand, function, and live a happy life simply. It could appear that you
can't do anything about stress. There are never too many hours a day and your career and
life priorities will always be demanding. The bills will never stop coming. But you have
much more control than you could believe.
There is a major distinction between offering learning assistance as a service for
voluntary members and providing student development actively tracked and forced
participation in cases with difficulties. Lastly, it is an important aspect of successful
methods for the progress of institutional students. The conventional approach to academic
support tends to prioritize service supply through active involvement, particularly in
community colleges.
More advanced financial assistance methods, carefully tailored. There were two facets of
this letter: more assistance in general and less encouragement for students who are
expected to attend school without this message. The national debate of methods to
improve the success of students would provide a much better sense of the disparity
between the structural metrics of student success and the broader challenge of linking
school performance with society's needs. Discussions on progress by students are
overshadowed by the emphasis on what this entails for particular classes of students and
individual institutions. This reflects on the broader questions about what the higher
education society needs—whether politically, demographically, in terms of employee
needs, or above all on the standard of learning. We agree that this international emphasis
 is especially important because it is very possible to step in the right direction for
individual organizations, although the ultimate achievement is in short supply.
The new reform initiatives to enhance public transparency in higher education have
become an article of confidence for students, parents, and employers. But it is not clear
how improved customer preferences will address any part of student achievement
significantly. And considering the position of attendance choices on the markets for the
overwhelming majority of students today, it's much less evident that the customer, first of
all, has a lot of options. In the last decade, there has been tremendous growth in various
types of higher education marketing, particularly among high school students and
parents. Much can be accomplished and can be done to track the kinds of data used in
these activities, learn the clients use the information, and determine the implications for
institutional efficiency and educational outcomes of the student.

 What does NOT getting there look like?

Only 20% of the population has targets for their sakes, according to the foreign speaker
and author on achievement and ambitions, of which 20% almost 70% are not meeting
them. It can be a little disappointing to read, but it can also set the foundation for
knowing why. Developing an appreciation of why individuals can not meet targets helps
you to lay the groundwork to eliminate those declines to achieve your objectives. Often it
is the way we think that the world is going to struggle to define career goals.
While information services such as analysis are not capable of enhancing the
performance of students themselves, they are valuable instruments to enhance the
consistency of the information. This extends to all forms of schooling. Information on
student success is helpful to drive action, curriculum development requires information
on outcomes and administrative performance information is important to guide
investment and guarantee effective transparency. The message for policy-makers is to
engage in information structures and have essential support for both science and politics
at both an administrative and a state / federal level.
If this was the reason why all Harvard, Oxford, or Cambridge graduates are not even
good, is an achievement no graduation or a degree? You can see that many of them
dream of being hired by individuals such as Bill Gates and Richards Branson who are
wealthy while getting no university degrees if you look at a list of famous people who are
physicians, engineers, and IT professionals. In other words, prosperity relies on prospects
offered by entrepreneurs not simply being highly trained. This does not depend on
advanced preparation.
The accomplishment of students is not an inevitable mission. It is imperative both moral
and political. It does not think it will enroll at any school that can accept students.
Institutions cannot cope with any graduation hurdle, but universities and colleges have to
fix certain problems they do manage.