5 Hacks to Improve Your Home Office Productivity

5 Hacks to Improve Your Home Office Productivity The experts at GlassDoor.com have put together a list of suggestions to improve your working-from-home productivity! The independence is priceless but the distractions are endless- these tips will help you make the most out of working from the couch or coffee shop in your sweats.1. Have an Office SpaceThe couch is your enemy when youre working from home. No, hear me out! The couch is where you watch TV, read, snooze, cuddle with loved ones, put your feet up. Your brain is wired to unspool when you feel its comfy embrace.Even if its just a basic dining room chair and a laptop desk, try to carve out a dedicated office space in your home. My husband and I each have ownership of a corner of the living room, and I rearrange my desk and bookcase configuration every 6 months or so to keep it fresh since I get tired of staring at the same walls all day.2. Schedule Your Work WeekThis one has been huge for me as I start a full-time freelance and teaching  schedule- I have to plot out deadlin es for my classes and fit freelance writing and editing projects in around those. If I dont know whats coming, I wont know when I need to pull a late night and when its okay to knock off early.Every week, take a few minutes to plan ahead- its vital time well-spent that will save you stress and scrambling down the line.3. Have a Regular RoutineThe beauty of working at home is that if I wanted, I could work from noon to 8 p.m. and lounge around every morning. But  Ive found that while I am the worlds crankiest morning person, getting up early, walking the dog, having breakfast and coffee, working diligently from 8 a.m. to 1 p.m., and then doing smaller, less demanding projects in the afternoon hours is the way to go.Come up with some rituals that replace the morning commute (mine is an extra long shower), and reward yourself with a trip to the kitchen or the corner store when youve accomplished your goals for the day.4. Know Your MotivationThere is something about noise-canceling he adphones that immediately puts me in a ready-to-work mindset. Even if the apartment is quiet, confining my senses to my immediate surroundings helps me zero in on the work at hand.Figure out what motivates you to buckle down. Is it consistency? Variety? Do you need a different coffee shop table every day of the week or are you better off wearing a groove in your home office floor from sitting in the same spot?5. Get in a Working MindsetA tricky part about the omnipresence of Gchat or texting when you work from home is that you can actually stay just as connected to your friends at work as you could when you shared office space. Sometimes my husband works from home and I wind up relocating to the bedroom because Ive gotten so used to the empty space around me.Figure out how to filter out the distractions that might derail you- and remember, you are the only one responsible for getting your work done! Be gentle with yourself as you adjust, be realistic about what you can take on, and dont be afraid to draw firm work-life boundaries. Just because your home office is right next to your couch station is no reason you have to be on call 24/7!And truthfully, working from home isnt for everyone. There are likely co-working spaces near you where you can set up shop on a weekly or monthly basis if you find you need a background hum of things happening.

Shakespearean Love in A Midsummer Nights Dream

Shakespearean Love in A Midsummer Nights Dream A Midsummer Night’s Dream (1600) has been called one of William Shakespeare’s greatest love plays. It has been interpreted as a romantic story in which love ultimately conquers all odds. However, A Midsummer Night’s Dream is actually a written piece on the importance of fertility, not love. Shakespeare’s ideas about love are represented by the powerless young lovers, by the meddling faeries and their magical love, and by forced love as opposed to chosen love. All of these points undermine the argument that this play is a typical â€Å"love story† and help build the case that Shakespeare actually intends to demonstrate the powers of sex and fertility over love. The first idea of love is its powerlessness, represented by the â€Å"true† lovers. Lysander and Hermia are the only two characters in the play who are actually in love. Yet, their love is forbidden both by Hermia’s father and by Duke Theseus. Hermia’s father speaks of Lysander’s love as witchcraft, saying Lysander is â€Å"the man that bewitched the bosom of my child† and â€Å"with feigning voice verses of feigning love/stol’n the impression of her fantasy† (27, 31-2). These lines prove that true love is an illusion, a false ideal.   Egeus goes on to say that Hermia belongs to him, proclaiming, â€Å"she is mine, and all my right of her/I do estate unto Demetrius† (97-98). These lines demonstrate the lack of power that Hermia and Lysander’s love holds in the presence of familial law. Furthermore, Demetrius tells Lysander to â€Å"yield thy crazà ©d title to my certain right,† which means that it is only to the worthiest suitor that a father must give his daughter, regardless of love (91-2). Finally, Hermia and Lysander’s eventually wedlock is due to two things: faerie intervention and noble decree. The faeries enchant Demetrius to fall in love with Helena, therefor freeing Theseus to allow Hermia and Lysander’s union. With his words, â€Å"Egeus, I will overbear your will; / For in the temple, by and by, with us / These couples shall eternally be knit,† Theseus is proving that it is not love which is responsible for the joining of two people, but the will of those in power (178-80). Thus, even for the true lovers, it is not love which conquers, but power in the form of royal decree. The second idea, the weakness of love, comes in the form of faerie magic. The four young lovers and the imbecilic actor are entangled in a love game, puppet-mastered by Oberon and Puck. The faerie’s meddling causes both Lysander and Demetrius, who were fighting over Hermia, to fall for Helena. Lysander’s confusion even leads him to believe he hates Hermia; he asks her,â€Å"Why seek’st thou me? Could not this make thee know / the hate I bear thee made me leave thee so?† (189-90). That his love is so easily extinguished and turned to hatred shows that even a true lover’s fire can be put out by the feeblest wind.   Furthermore, Titania, the powerful faerie goddess, is bewitched into falling in love with Bottom, who has been given a donkey’s head by mischievous Puck. When Titania exclaims â€Å"What visions have I seen! / Methought I was enamored of an ass,† we are meant to see that love will cloud our judgment and make even the normally level-headed person do foolish things (75-76). Ultimately, Shakespeare makes the point that love cannot be trusted to withstand any length of time and that lovers are made into fools. Finally, Shakespeare gives us two examples of choosing powerful unions, rather than amorous ones, in A Midsummer Night’s Dream. First, there is the tale of Theseus and Hippolyta. In lines 16-17, Theseus says to Hippolyta, â€Å"I wooed thee with my sword / And won thy love doing thee injuries.† Thus, the first relationship that we are greeted with is the result of Theseus claiming Hippolyta after defeating her in battle. Rather than courting and loving her, Theseus has conquered and enslaved her. He creates the union for solidarity and strength between the two kingdoms.   Next is the example of Oberon and Titania, whose separation from each other results in the world becoming barren. Titania exclaims, â€Å"The spring, the summer / The childing autumn, angry winter, change / Their wonted liveries, and the mazà ©d world / By their increase now knows not which is which† (111-14). These lines make it clear that it is not in consideration of love that these two must be joined, but in consideration of the fertility and health of the world. In general, then, it is not love that decides who should be joined, but the fertileness created by the union. The sub-plots in A Midsummer Night’s Dream demonstrate Shakespeare’s dissatisfaction with the idea of love as a supreme power and his belief that power and fertility are the two prime factors in deciding a union. The images of greenery and nature throughout the story, as when Puck speaks of Titania and Oberon meeting neither â€Å"in grove or green / By fountain clear, or spangled starlight sheen† further suggest the importance that Shakespeare places on fertility (28-29). Also, the faerie presence within Athens at the end of the play, as sung by Oberon, suggests that lust is the enduring power and, without it, love cannot last: â€Å"Now, until the break of day / Through this house each fairy stray / To the best bride-bed will we / Which by us shall blessed be† (196-99).   Ultimately, Shakespeare’s A Midsummer Night’s Dream suggests that believing only in love, creating bonds based on a fleeting notion rather than on lasting principles such as fertility (offspring) and power (security), is to be â€Å"enamored of an ass.†

Financial ratios analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial ratios analysis - Essay Example The 1990s were a pretty significant time period for the company; it was in 1998 that the company became the first British one to make a pre-tax profit of a billion pounds. In the later years, the company did plunge into a crisis but has recovered lately. (Marks & Spencer, 2010) The company is listed on the London Stock Exchange and its stock price as of 10th December 2010 was 378 GBP, at closing. (Bloomberg, 2010) The company’s clear strategy in the past few years has been to focus on the United Kingdom market, as made clear by the various press releases and the excerpts of the Annual General meeting minutes. The company was famous for its British fundamentals and they are tapping on their differentiation point again. Value realization and closure of loss-making business was also a part of the business strategy in the new millennium. Improving the capital structure was another part of the strategy (Press Release, 2001). The current financial year has been pretty good for the company, according to the chairman. The clothing market share of the company increased to 11% from 10.7%, where food has seen a 6th consecutive year of growth. Unadjusted profits have been up to  £713.4 million, which is a 17.5% increase from 2009. The current ratio appraises the liquidity position of the company and provides the necessary safety net for the creditors. Marks & Spencer has improved its liquidity position in the recent years but still lags behind as compared to industry average. (Bloomberg, 2010) the company has 80p for every  £1 of its short term obligations in 2010 as compared to 60p in 2009. The acid test is stronger measure of the solvency of the company. It removes the less liquid assets for a better comparison. Marks & Spencer has improved as compared to the last year. The company has 50p for every  £1 of short term liabilities.

American History Paper Essay Example | Topics and Well Written Essays - 500 words

American History Paper - Essay Example After years, American became an imperial power of an isolationist foreign policy while in years; the government and corruption were replaced with a reformer’s progressive government. Due to significant impacts of both policies, the achievement of social and politics of the progressive government had some reaching effects than the American empire buildings. Before 1890, America somehow uninvolved in foreign affairs, but by 1902, it became an imperial power. Through motivation of new desire for new markets, and the image of strong navy, it was only a matter of time before America played a major role on the world stage. The war with Spain was the first major imperial action. When the war ended, the United States annexed Puerto Rico and the Philippines so as to Christianize and civilize them, leading to the start of Benevolent Assimilation policy. Therefore, Cuba received its independence with some limitations that intended to ensure that the United States had a practical control of the nation. In 1901, President McKinley was assassinated while Teddy Roosevelt as a progressive reformer was given the Vice-Presidency to end his political career and thereafter made to be the president. The reformers strengthen the people through referendum, initiative, direct primary elections and the direct senator’s election. Women’s political power increased and thus gained the right to vote by 1920. Teddy Roosevelt’s deal finally protected the consumer’s needs through acts like drug act and pure food, while giving the government power over the corporations that previous led the government. Most of the progressive accomplishments have evolved further from their initial conception. The progressiveness of the domestic policies has had a huge impact on the United States Development. These policies made huge gains in rights of women, consumer protection, labor reform, conservation, fiscal reform and projects of public works. The current set of government’s framework was

Foundations of teaching and learning Essay Example for Free

Foundations of teaching and learning Essay I am going to deliver a lesson to my students, which will include the three main schools of learning, Behaviourism, Cognitivism and Humanism. I will incorporate these ways of learning into my lesson plans to ensure my students are offered a range of learning strategies. â€Å"The behaviourist learning theory suggests that we learn by receiving a stimulus that provokes a response. So long as the response is reinforced in some way that response will be repeated. † (Reece and Walker 2007) I think behaviourism is important within the classroom as it is controlled Education, where the teacher takes control of the class and the environment that the students are in. Behaviourism is the educational theory that is based on the underlying ideology that the environment has direct influence on behaviour. Aims and objectives must be shown at the beginning of the class, to ensure the students are aware of what is expected of them. Reinforcement should be used to strengthen behaviour that you want to encourage. Students should be rewarded immediately so it gives the student motivation and confidence to move on to the next stage. Rewards can be offered in a variety of ways e. g. praise, letting them take part in something they enjoy doing, and should be used often when starting a new subject. To ensure students are kept motivated. Behaviourists look for rewards from others such as teachers, family and peers etc. †¦ Some behaviour is inappropriate so a punishment is given to stop that particular behaviour occurring again. People learn by copying from others, for example, performing a demonstration (you are the model) students will learn behaviours from the model. Within my lesson plan I have covered behaviourism with discussing previous background knowledge of subject matter so I am able to gain the required information to move on to the next stage and by applying praise to give them confidence to be able to move on to the next stage. I will take control of the class; the environment within the class will be relaxed and non-threatening. I will offer encouragement and appraisal throughout my lesson, before the end of the lesson I have arranged practical session as a reward. The Cognitivist school believes that learning by doing, and asking students challenging questions, will help students make their own sense of what they era studying, and enable them to make use of their learning in real life† (Geoff Petty2009) The Cognitivist approach to learning focuses on students and how they gain and store knowledge. It looks into how students interpret information given to them and what technique is best for them to use to understand it. The information that is given to the students must be understood to ensure leaning is taking place. It should be presented in a step by step fashion and goals should be in place for each stage, Feedback is essential and should be given out promptly to ensure learning has taken place before moving on to the next stage. There are three modes of learning †¢ The Enactive mode – learning by doing †¢ The Iconic mode – imagery- depends on visual senses †¢ The symbolic mode – using codes to learn This approach should be used in an attempt to promote learning using the cognitive structure. Students learn more when they have a greater understanding of the knowledge within the subject matter. This information is taken and added onto existing information, which is known as deep learning. Deep learning is where new learning makes a connection to old learning so you are able to build on knowledge, Deep learning is good learning; students should be taught a way that encourage them to adopt a way of learning, so they have a deeper understanding. There is also surface learning where there is no connection at all from old learning to new. There is only a small amount of cognitive skills used, and the new subject material has no relevance to previous learning. Studies more recently have shown deeper approaches to learning are related to higher quality learning outcomes† (Ramsden 1992; Prosser and Miller 1989; Trigwell and Prosser, 1991). Learning takes place through individuals changing and processing information from their social and physical surroundings. The teaching strategies for this theory should include things such has class presentations, debates and lectures, videos, readings and case studies. Work material should always be clear to understand, and produced in an organised manner, precise objective feedback should be given to facilitate learning. The amount of knowledge and understanding already attained will influence the speed and capability to add subsequent learning. I have used the cognitivism school of learning within my lesson plan by using deep surface learning, I am going to be building students’ knowledge through learning new subject matter to add on to old. I will take into account the structure of the subject matter delivering it in a step by step manner that is meaningful and understandable to them so they can relate new information to what they already know. My teaching methods will emphasis common principles and transferable skills. I have set tasks so they will have to think for themselves and discover new ways of finding out things about themselves and finding answers within the tasks. There will also be class discussions throughout the lesson, so students have the opportunitiy to express themselves, the classroom environment will be pleasant and relaxed so the students do not feel afraid to speak out. I will be performing a demonstration for students so they will be able to understand exactly what I want them to learn† by doing â€Å". â€Å"The only way to learn how to do something is by doing it! † (Paul Ginnis 2002) Humanism is about the learner feeling good about him or herself and being able to determine their strengths and weaknesses. The learner should believe that able to have the ability to improve. It is important that students feel good about themselves so they are able to set goals that are achievable; this should be encouraged by the teacher to help develop student’s self-esteem. ] All topics should be relevant to the student so it keeps them interested and motivated. Students should not feel that they have done wrong, but use mistakes as an opportunity to learn. Hierarchy of Basic Human Needs [pic] Abraham Maslow 1962) It is essential that the lower needs are met before moving up to the next level in a step by step way. In a classroom setting, these needs must be fulfilled to ensure effective learning can take place. Starting with physical needs working up to self- actualisation. The teacher should make the classroom environment feel warm and friendly with a positive atmosphere, and give students the choice to work at their own pace and let them take responsibility to learn for themselves, so that they become highly motivated by working in an area of their own interests and curiosity. Humanistic teaching enables students to figure things out for themselves because over helping from the teacher will discourage and de motivate the student. Students are encouraged more by active learning than passive learning. It gives the student great motivation when they are able to solve their own problems. The prize for the humanistic theorist is through self-evaluation and self-direction humanists like to reward themselves. Self-assessment is a crucial skill it helps students to be responsible for their own improvements where tests set by teachers are thought of as discouraging – and lowering student’s self-esteem. I have incorporated humanistic teaching within my lesson plan through classroom environment; the layout of my class room is designed to suit the student’s needs. There will be adequate breaks, I will ensure comfortable surroundings, all students will be treated fairly and with dignity and confidentiality will be maintained at all times. I intend to promote interaction between students and show that I care. I will encourage independence and welcome ideas and offer prizes when appropriate, promote optimism and be enthusiastic and supportive and be positive about their future plans. So with this support I have applied basic needs within the classroom so my students will reach self-actualization I have set tasks where students will have to think for themselves and come up with their own conclusions. I have also included a practical activity where students will work in pairs and have to think between them to evaluate the outcome. We will be in an environment where the students are comfortable and the learning subject matter is relevant to the learner’s objectives. I think that the three main schools of learning should be incorporated within a lesson because I strongly agree with Maslow’s hierarchy of basic needs. You need to meet physical needs to be able to move up the ladder without these needs you are unable to achieve or reach self actualisation. I believe that the humanistic approach to teaching and learning is used through all ages of teaching but is more influenced with adult education. Whereas behaviorism I believe is for the younger generation. Behaviorism teaching starts from an infant they are influenced by reinforcements and that is how good behavior is determined from bad. I think this is more effective with school age children. It helps to promote learning when a child is praised. The cognitivist theory plays a big part in learning, learning should be a part of life humans have a natural urge to learn, discover and develop new skills. I agree that it is important that the learning that is taking place and the information is recognized. Marking and feedback is essential and plays a big part in student achievement, so you can evaluate where the students understood.

U.S Is On Its Way :: essays research papers

The Asian financial crisis serves as a timely reminder of a fact too often overlooked: Merchant banking is the leading edge of shareholder activism. Indeed, one of the chief traits shared by hard-hit Pacific Rim economies is a decided lack of such activism. As a result, their companies are less prepared than they might be for global competition. To one degree or another, much the same holds true in other markets abroad. U.S. companies, in contrast, have seen their competitive ability markedly strengthened by shareholder activism. And much credit goes to merchant banking--that is, private investors managing their own capital. True investor activism as practiced by such financial buyers has created a new model for American enterprise. That model is based on highly leveraged capital structures, on compensation and equity ownership that align the interests of managers with owners, and on effective corporate governance mechanisms to monitor and control the use of free cash flow. All have the objective of maximizing value. Contrary to popular perception, the strategies of merchant banks involve not just financial engineering, but also growth, which would not be achievable without risk capital. In the buyout world, we have seen a fundamental shift from the 1980s mantra of "unlocking value"--capitalizing on arbitrage opportunities and market inefficiencies. Today, the emphasis is on creating value by molding strategic direction, giving incentives to and empowering managers, and rationalizing operations. Increasingly, merchant banks are the key agents of change. In the 1980s, parts of the manufacturing and retailing sectors were entirely reconfigured by leveraged-buyout activity. In the 1990s, financial buyers have changed the landscape of such industries as media, broadcasting, business services, printing and publishing, and food and health services. America's technological reemergence, captured in part by the Silicon Valley phenomenon, has been fueled by venture capital. And for more mature industries, LBOs have triggered corporate renewal. Countless academic studies and real-world examples have highlighted the perils of the corporate governance status quo sans LBO: the central conflict between owners and managers over the control and use of corporate resources, the unenlightened use of free cash flow, and the scrutiny of and pressure on quarter-to-quarter earnings growth versus long-term growth and value creation. By severely constraining and imposing restrictions on the use of free cash flow, LBOs force only positive net present value capital decisions. Studies have shown that operating cash flow increased on average by about 40 percent in a one-to-four-year time frame following the transaction.

College Sucess Essay

1. Explain three (3) of the tips discussed in Chapter 6 that you should know about using your campus Library for research Three tips discussed in chapter 6 about using your campus library for research are focus on your research question, take a stance, use computerized. 2. Briefly explain the SCC Heuristic. Why is using this heuristic important when using Internet sources for Research? SCC heuristic stand for sourcing, context corroboration it’s a method to help you with online information when you are trying to put a research paper together. It’s very important when using the internet sources for a research paper because it breaks it down three ways one sourcing which tell you a lot about the quality of the information. And it’s best to trust the information an authority field. Second is context the internet an ever changing source of information so there for you need to ask yourself this question what’s the reason for this site, make sure you check to see when it has been last updated even now most web pages tell you the last time it been updated. Always double check third step are corroboration which deals with the level agreement. When you are writing your paper. You should always check out a few sources to help determine the corroboration because most sites will contain some sort of bias. When you think about corroboration it’s the step that pulls the ideas from different sources. 3. Word Wise: Create original sentences for imperative and honing, two Word Wise vocabulary. Sentence one: At the time it was imperative to clear the black plague Sentence two: On the first day of school I spent two hours honing in the mirror 4. Discuss the research of Paul and Elder concerning how being a skilled writer must be a reflective writer Paul and elder concerning how being skilled writer must be a reflective writer b excuse in a way to learn they mention that writing can be a way to test yourself over the info because you need to understand and explain Cleary to audience. And to become a skilled writer Paul and elder mention to learn how to write reflectively they usually carry on inner conversation while they type and they also think how the audience might perceive the idea. And to help the reader get full understanding the issue they ask themselves question like main point stated points supported and explain fully also learning bring home the importance develop the skills of writing well during your college years. Dr Paul and elder also state learning to write wellis a key to learning. 5. Explain the differences between the typical high school writing assignment and the typical college-level Writing assignment. The differences between the typical high school writing assignment ad college level writing assignment because in high school focused on recounting personal experiences like the five paragraph essay or the research paper, In high school the papers generally involve selecting certain topics example civil right movement, should the drinking age be eighteen or twenty-one and mostly likely the information was collected then you summarized the report. In college it is a little different the expectations are much greater then high school. In college you need to provide thesis statement. A thesis statement lest the reader know the main idea of your argument an explains what you had wrote about, 6. Briefly summarize the four main stages of the writing process The four main stage of the writing process. Is one organizing when you gathering resource together that’s when you can start organize your information? There are different ways you can organize ex notes cards, outline form creating map. But find a way that’s works for you. Most importance when it comes to organizing is not always the format but its selecting the key points. Second drafting your first step ways to organizing how you are ready to begin writing your draft. Make sure you have a good thesis statement make sure it is related to an argumt it doesn’t always have to be perfect these notes can including formation make sure it’s to clarify support. The third step is revising check to see you are still focused on key points if you did all the other step your revising should be easier since you are writing to an academic audience you need to check for grammar and error. Since writings not easier for most students make sure you are doing a lot of revising in order to get it right 7. Explain two (2) of the tips discussed in Chapter 6 for working effectively in group projects. The two tips discussed in chapter six for working effectively in group projects. Are set ground rule this is very important because when you usually work in a group there someone that does not do their share of work and the other team member has to do the work and that become stress on the individual on the person so you always have to set ground rules on the first meeting. The second tips that should of work In a group project is to keep in contact keeping in contact can help out a lot you can schedule meeting time and this should help everyone keep in tack of each other 8. Briefly summarize the steps Chapter 6 recommends for creating an individual presentation. Creating an individual presentation you should create individual make sure first thing list all the task involved next should make a time line that help you not to go over your deadline usually in college nine of ten times you are going to have to talk in front of the class so making 3Ãâ€"5 cards can help.

The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen

The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen Iris Hill University of West Alabama Author Note Iris R. Hill, Education Department, Class 504- Techniques of Educational Research, Dr. Reenay Rogers, the University of West Alabama. This research was not supported by any institutional grants or additional financial support. The author would like to extend a special thanks to Dr. Reenay Rogers, for support and guidance during the preparation for the manuscript. The research reported does not reflect the views of the Mississippi State University, or the University of West Alabama. Iris R. Hill, 300 Carver Drive, Livingston, AL 12345. [email  protected] edu Abstract As college freshman search for ways to â€Å"fit-in† during their first few months of college life, it is important that they are introduced to time management techniques and strategies to improve their chances for academic success. The effectiveness of time management strategies among college freshmen at Mississippi State University, will be examined during the implementation of a freshman orientation class. A group of students that participate in a freshman orientation class will be introduced to time management strategies, to observe if academic improvement occurred. Another group of students will participate in another freshman orientation class without the time management component, to observe if academic improvement occurs or if grade point averages remain the same. Together, these findings will suggest that time management strategies do help to improve academic performance among college freshman. Keywords:academic performance, stress variables, grade point average, peers, aptitude, time management The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshman Numerous occasions college students have not had to regulate their time systematically before attending college because they are smart and weren't really challenged in high school. This situation often differs in college because everyone who goes to college did academically well in high school, but the full selection are allocated. Students who received A's and B's, or above average grades in high school, are now receiving C's and D's, or average to below average grades in college. Those students receiving lower grades are likely no less competent than those receiving higher grades, but often their study habits, including time management, are less productive. A correct rule to manage time does not exist; however, it is critical for a person to become familiar with his or her self, so that they can make substantial decisions about how to use his or her time. We all are given 168 hours in a week to use, however, some individuals make better use of this time than others. Previous research suggested that many academically achieved students do not investigate their academic success. They tend to be successful and are satisfied with the study skills and time management techniques they have cultivated to guarantee that they accomplish their objectives (Balduf, 2009). Problem to be Investigated This study examines the problem of whether or not the effective use of time management strategies will improve academic performance among college freshmen. This is a problem because far too many first-time college freshman find themselves not prepared for the rigors of college life and academics. When college students learn how to effectively incorporate time management strategies into their daily, weekly, and monthly schedules and itineraries, it can help to reduce stress and fatigue, achieve goals and objectives, and improve academic achievement. Purpose of the Study The purpose of the study is to discover if effective time management strategies and techniques can improve academic performance among college freshmen. The time management strategies that will be used in this study are demonstrated to be effective, adaptive, task-oriented, and individualistic. If these strategies and techniques are effective, then college freshmen academic performance will improve. It is assumed that then colleges and universities could implement the time management strategies to improve academic achievement and performance among college freshmen. Justification of the Study Time management is a very important part of any person's life. Somehow, it never really becomes relevant until a person is in college, for the first time. Effective time management skills should be used in all aspects of a college student's life. This study, if evidence supports this position, will improve academic performance by introducing time management strategies to first-time college freshmen. Time management is how a person manages his or her time according to Atkinson (1970). At times, many high performing students do not wonder about their academic achievement. Colleges should be aware that even their academically successful applicants may lack the skills necessary to succeed (Greene, 1986). One of the ways that college freshmen are introduced to time management skills, is through a freshman orientation class, that is required for all college freshmen during their first year of college. Through experimentation, the researcher plans to provide others with useful information regarding the correlation between the effectiveness of time management strategies and student academic achievement. Research Question and Research Hypothesis The research question is: Will the use of effective time management strategies improve academic performance among college freshmen? The research hypothesis is: Applying time management strategies and techniques will result in an improvement in academic performance among college freshmen. This hypothesis suggests the correlation between the dependent variable academic performance and the independent variable time management strategies. Definition of Terms Constitutive definitions- The following definitions were obtained from: www. dictionary. com Academic Performance is defined as â€Å"the execution or accomplishment related to certain areas of study†. †¢ Stress Variables is defined as â€Å"the physical or mental strain exerted on one thing by another that is apt to change or alter behavior†. †¢ Grade Point Average is defined as † a measure of a student's academic achievement at a college or university; calculated by dividing the total number of grade p oints received by the total number attempted†. †¢ Peers is defined as â€Å"a person or group who is equal to another in abilities, qualifications, age, grade, background, and social status†. Aptitude is defined as â€Å"the readiness or quickness in learning; intelligence, ability – innate or acquired capacity for something†. †¢ Time management is defined as â€Å"the analysis of how working hours are spent and the prioritization of tasks in order to maximize personal efficiency in the workplace and/or school†. Operational definitions †¢ Stress variables will be any potential outside factors that may negatively affect academic performance. †¢ Aptitude will be given in a form of a pretest or survey prior to the experimentation and a post-test will be given upon completion of the experiment. Pre-tests and post-tests will be given to all experimental and control group participants. A comparison will be used to determine if time management strategies improved academic performance. Brief Overview of the Study The research would match the hypothesis in that, applying time management strategies will result in an improvement of academic performance according to academic grade point averages. The research study would include a random selected sample of 80 first- time college freshmen from a local university. The 80 students will participate for two semesters. At the end of the first semester, without anyone receiving the time management strategies training, the entire group's grade point averages will be recorded. The 80 students would be given a pretest in the form of a time management survey before the research period begins. The time management survey would determine the student's familiarity with using time management strategies as well as the lack thereof. The 80 first- time college freshmen would be split into two groups consisting of forty students in each group. One group would be the experimental group, that would receive the time management strategies during a freshman orientation class. The time management strategies that the 40 in the experimental group would receive, consist of: assessing and planning, adjusting and implementing, and evaluating. The other group would be a control group, that would receive a normal freshman orientation class without introducing time management strategies. This study would last for a nine month research period. At the end of the second semester, all of the student's academic grade point averages would be recorded to determine if improved academic achievement actually occurred for the students in the experimental group, that received the freshman orientation class with the ime management strategies incorporated into the class curriculum. The differences in the in the grade point averages would be examined. Background and Review of Related Literature In order to understand student achievement in regards to persistence at learning objectives, and time management, many contemporary motivational models consider how much students are moti vated to succeed in their school work. However, student achievement and persistence may not only be affected by their amount of study motivation, but also by the motivation to engage in alternative activities, as suggested by Atkinson (1970). Time management is therefore an important aptitude, also for students (Vanheste, Lens, & Vandenberghe, 2001). Students must learn how to split their time over the various areas of interest, because spending too much time in challenging activities might keep them studying and climax in unsatisfactory achievement, as suggested by Gergen (1991). Theory Past studies have confirmed the importance of time management skills and undergraduate student's academic performance. The consequences of other uses of time are still in debate. Some researchers have discussed that students engaged in activities that command ambition and energy also accomplish more in the classroom, while students who participate mainly in docile activities, perform less than adequately (Balduf, 2009). Other researchers have discussed that students who are tied to the college campus or university through residence, work, or extracurricular activities, function better as an overall student, while those who are apart from the college or university campus tend to function less than average (Schwartz, 2000). Many students are realistic about having to plan their work independently, and having to use time management skills to adjust to college life. Coleman and Freedman (1996) contend that many students find it difficult to regulate their self-study and keep up the rigors of college work. College students were not always sure how to prioritize their time. It is argued that colleges and universities should attempt to play a more â€Å"active role in helping first-year students to make sense of time management (Coleman and Freedman, 1996, p. 34). Studies Directly Related In previous studies of academically challenged college students, both motivation and goal determination were key factors in evaluating why students do not succeed academically. In a recent study, Hsieh, Sullivan, and Guerra (2007) found students whose grade point averages put them on academic probation (below a 2. 0) had goals that were counter-productive to academic achievement. The students that performed badly were less likely to seek out assistance in changing their academic outcomes (Hsieh et al. 2007). Shim and Ryan (2005) found that students who valued accomplishment- accomplishing the academic content regardless of the academic gain, had higher levels of motivation, while staying away from challenge and situations that could result in failure-connected to lower motivation and less than average time management skills. In a previous study, Whitmore (1989) discussed the causes of each person's causes of academic failure. Participants associated their high school academic achievement to insignificant efforts. They did not have to work hard to obtain the achievement they wanted, these students were never instructed, nor ever instructed themselves, on how to persevere through challenging issues. When these participants experienced challenging class work in college, they were not prepared to handle it. In addition, many other factors of the participants' experiences played a part in their college underachievement: insufficient study habits, poor time management skills, and internal versus external motivation. Research shows that when first-year college students or freshman, use time management strategies, it will help to improve their academic performance. McCown, Petzel, and Rupert (1987) contend that † the student's pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, time management skills, and current academic performance† (p. 782) all play significant roles in the future academic development of the student. There is a large amount of literature based on the influence of institutional characteristics on student achievement as well. Common sense infers and educational studies displays that individual contrasts in academic success are a result of disparities in cognitive and other abilities, but also from disparities in motivation. Parents and teachers both, often times associate disappointing academic school performance results, to a lack of motivation, rather than to inadequate abilities. They argue that more academically motivated students spend more time and effort in their school work, which, in turn, lead to higher levels of academic success. The old proverb, â€Å"Practice makes perfect† may not always be true, but many underachieving students would benefit from devoting more time to school work. McCowan, Petzel, and Rupert (1987) found an important positive correlation of . 60 between extraversion and procrastination. Extraverted students need stimulation and they want to find and investigate their environment, so they actively look for challenges, they are less likely to be curious in a broad wide range of activities. However, these expansive and varied interests might hinder them from studying, and heighten their study procrastination. The student's habit of study procrastination is often not a development of low motivation or elevated concern of failure. Extraverted students do not possess the time management skills because other more exciting things always are more important. The other factors involved can viewed as potential stress variables. As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education- not just more students with learning disabilities, but students (with or without special admission status) who are academically at-risk because of inadequate reading, writing, study, and time management skills. This study by Graves (2011) provided professors and their graduate assistants, those in the lead concerning the interactions with students, with strategies and techniques they can use in the classroom, to assist with at-risk students, and help to raise their skills so that those students can effectively complete their studies. Graves (2011) discussed confirmed techniques that not only interest all students in a class, but also create the environment, while maintaining integrity and high expectations, to ensure at-risk and under-prepared college students to flourish academically and graduate with high grade point averages. Rimm (1997) also explained how to work successfully with academic support components on campus. Within the system of recognizing those students who need help, building a rapport with them, implementing inclusive teaching techniques, and extending suitable instruction, the article submits the theory teachers will need, and efficient classroom techniques. Natale (1995) covered teaching philosophy and goals; issues of improving time management and study skills, as well as the application of â€Å"universal design† strategies. The concepts discussed in the article can be easily integrated into any classroom, at any school or university. Studies Tangentially Related In a study by Dealtry (2004), it was suggested that a collaboration between higher education stakeholders is needed to develop an academic plan or centralized advising center to assist college freshman with selecting a major, time management, campus resources, and future goals to increase persistence and graduation rates. Administrators and faculty should work to develop programs to address retention needs of first-year students. Further research should be conducted to examine how participation in co-extracurricular activities, living and learning on-campus communities, campus climate, and social integration and institution commitment components contribute to student retention and persistence. In some cases, there may be other causes or factors involved that may be related to a student not being able to utilize time management strategies. Schwartz (2000) explained that some students who appear to be lazy, simply lack the executive skills they need to stay organized and get their work done. Schwartz (2000) told a story about a student with attention problems, whose academic performance started plummeting in high school. With the help of a peer advisor, Josh learned to manage his time better and complete his assignments. Schwartz (2000) shared several time management strategies that schools can use to help students become better prepared for college life. Procedures This study is a randomized pretest/posttest control group design. The hypothesis suggests a relationship between these two variables: academic performance (quantitative) and time management strategies (categorical). Some possible extraneous variables that might affect the results are that students may not be receptive to the time management strategies shared by the graduate students and professors teaching the freshman orientation class. Also, students may or may not receive help implementing the time management strategies outside of the orientation class. The potential for harm to participants in this study are as follows: 1. ) The group of students not receiving the time management strategies or skills training may have lower academic performance than the treatment group, 2. Some freshmen may not be motivated to do the time management strategies as others, and therefore, some students may not receive quality time management skills training during the freshman orientation. To handle these potential problems, the researcher will: 1. ) Implement the time management strategies for the group not receiving the training after the experiment is completed. 2. ) Require that only graduate students be us ed to incorporate the time management strategies training, and those students would exemplify high levels of academic performance. The possibilities of problems with confidentiality include: 1. ) If graduate students revealed the names of the students participating in the time management skills training class or 2. ) If the names of the students, who received the time management training, were revealed with academic performance scores. This study is of no risk to human subjects and the proposed research is conducted in â€Å"commonly accepted educational settings, involving normal educational practices†, in accordance with IRB category level I. Description of Research Design A random sample of 80 first- year college freshmen would be given a pretest or time management survey to determine their current knowledge and application of time management strategies. The random sample of 80 students would also submit their grade point averages prior to the beginning of the study. The grade point average measures a student's academic achievement at a college or university. It is calculated by dividing the total number of grade points received by the total number attempted. The 80 first- year college freshmen would be divided into two groups. The experimental group, consisting of 40 students, would receive the time management strategies integrated into their freshman orientation class. The time management strategies that the 40 students in the experimental group would be receive is based on a time management plan developed by Weinstein (2003). Students would be given a three step plan consisting of: 1. ) Assessing and planning the schedule. 2. ) Adjusting the schedule. 3. ) Evaluating and implementing the schedule. These strategies will be taught and monitored weekly by professors and graduate assistants. The control group, consisting of the other 40 first- year college freshmen, would receive the freshman orientation class without the time management strategies implemented. The study will be conducted over two semesters. Upon the completion of the study, all 80 students will submit their grade point averages and time management survey or quiz developed by Weinstein (2003). The differences in the academic improvement would be examined. Description of the Sample The sample includes 80 first- year college freshmen out of 1200, from a university in the southeast. The 80 students are divided into two classrooms. One classroom will participate in the time management strategies training and the other will not. The students range in age from 19- 22 years old. In this study, each classroom consists of 20 females and 20 males. The ethnic breakdown is as follows: 75% Caucasian, 15% African American, 10% Hispanic, and 10% Asian American. The group of students for this study represented a various mixture of socioeconomic statuses, ranging from low-to high levels, as well as different levels of academic achievement (i. . , GPA's from 1. 0- 4. 0). Each of the professors for the classrooms have taught time management components earlier in their careers. The graduate assistants who will monitor and observe the freshmen during this study, have successfully used time management strategies to enhance their own individual academic performance. Description of the Instruments Used The student's grade point average is an existing instrument that will be used in this study. The grade point average measures a student's academic achievement at a college or university. It is calculated by dividing the total number of grade points received by the total number attempted. The grade point average adequately and logically measures the student's comprehension in each subject area. The grade point average formula is appropriate for first-year college freshmen because it measures student academic achievement. The grade point averages will vary; however, the GPA formula is the same for each student. To check reliability over time, the GPA would be used to ensure the results are similar over the research time period. The second instrument will be used to check for internal consistency, known as the â€Å"Time Management Quiz† and â€Å"Where Does Time Go? † survey and questionnaire developed by Weinstein (2003). The Cronbach alpha (1975) instrument will measure the reliability of the answers from the surveys and questionnaires. the Cronbach alpha instrument is very useful because not only is it easily calculated, but it is also quite general and can be applied universally. The Cronbach alpha (1975) formula can be applied through a variety of tests and other measurements. In referring to the Cronbach alpha (1975), the alpha level is a degree of reliability measurement which allows for the forecast of whether there is a probability of committing a Type 1 error, which is the prediction of chance that X exists. The Cronbach alpha (1975) assesses the reliability of a rating (measurement based on a pre-determined factor) by summarizing a group of test or survey answers (samples taken from a population or a population sample or census) which measure some underlying factor (e. g. some attributes of the test- taker). A score is computed from each test item and the overall rating or scale, which is defined by the sum of these scores over all the test items. To establish whether the measures are consistent, a correlation is computed between the results obtained on the first administration of the survey or quiz to the following administrations. There are four uncontrollable variables of 1. ) practice and 2. ) fatigue 3. ) too short an interval, or 4. ) too few of the first test takers are not available for the posttests or surveys. To check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the â€Å"Time Management Quiz† and â€Å"Where Does Time Go? ‘ surveys at the beginning and the end of the research period. For checking validity, the Cronbach alpha (1975) tool will be used to compare the scores at the start and the end of the research period, and also with the GPA's of the experimental group, the student's receiving the time management strategies incorporated into their freshman orientation class. All of these instruments together will measure current academic levels (GPA), time usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using open-ended questions assigned to numerical values. To ensure validity and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired. Explanation of Procedures Followed A random sample of 80 first- time college freshmen would given a time management survey, and asked to submit their grade point averages prior to the research period. Prior to starting the research, a consent form is mailed out to each randomly selected student. The form must be signed and returned before the student can participate in the study. The student's names would be kept confidential by assigning numbers to students so that when data is reported, scores are identified only by a specific number. Also, the graduate students would be refreshed about confidentiality rules, and the importance of keeping names of students included in the study, confidential. The time management would determine the student's current knowledge and implementation of time management skills usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using open-ended questions assigned to numerical values. The time management strategies that the 40 freshman students in the experimental group will recieve, consists of: 1. ) Assessing and planning the schedule. 2. ) Adjusting the schedule. 3. ) Evaluating and implementing the schedule. The control group, consisting of the other 40 first- time college freshmen, would take the freshman orientation class without the time management strategies incorporated. Both classrooms will be taught by the university professors with the assistance of graduate assistants for observation and monitoring. The research period will last a total of two semesters, to adequately measure and record academic achievement in regards to the implementation or lack of time management skills. The student's would be given the time management quiz again, the posttest, along with the submission of their GPA's. The differences in the improvement of academic performance would be examined. Discussion of Internal Validity There are four threats to internal validity in this study. The four threats are subject characteristics, testing, history, and subject attitude. Subject characteristics could be a threat because the groups may be different according to gender, motivation, IQ, GPA's, socioeconomic status, and attitudes. In this study, to control validity, groups will be randomly assigned while maintaining an equal number of males and females chosen for both groups. The second threat to validity is testing. Testing is a threat to validity because it can produce anxiety for students involved. To control validity, testing or surveys will be given to both groups at the same time and on the same day, with the nine month period between both tests, while assuming that the pretest or survey has an equal effect on both groups. The third threat to internal validity is history. History is a threat because poor use of time management (i. e. , previous bad grades, study habits, extracurricular activities, and academic boredom) at the school may affect students' attitudes and interest towards time management and academic achievement. To control this threat to internal validity, documentation of any event that may occur and have an effect on the students, must be kept. It is also assumed that both groups would be affected equally by these events. The final threat to internal validity is subject attitude. Subject attitude is a threat because there is always the possibility of subjects altering or changing the behavior during a study. If the comparison or control group knows that the experimental group is receiving an enhanced version of the freshman orientation class (learning useful time management strategies and techniques), it may affect posttest scores. To control this threat, a regular freshman orientation class invigorated with fun, unique, and original enhancements should be provided. Discussion of External Validity This study will be generalized to all first- time college freshmen attending Mississippi State University, which is the accessible population. The study will be able to generalize to all first-time college and university freshmen in the state. Most of the schools in the state are similar in characteristics to the chosen university, thus making the school a representative population to the state. The study's results will not be able to generalize past the region because of the population's distinct characteristics. The results will be generalized to first-time college freshmen and academic improvement and not any other subject, because that is the subject the study involves. Time management strategies were not tested on other subject areas (i. e. , relationships, work), only academic achievement, in this study. References Atkinson, J. W. & Birch, D. (1970). The dynamics of action. New York: Wiley. Balduf, M. , (2009). Underachievement among college students. Journal of Advanced Academics, 20, (2), 274-295. Coleman, H. L. K. , & Freedman, A. M. (1996). Effects of a structured group intervention on the achievement of academically at-risk undergraduates. Journal of College Student Development, 37, 631-636. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30: 671-84. Dealtry, R. , (2004). The savvy learner. Journal of Workplace Learning, 16, 101-110. Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books. Greene, L. J. (1986). Kids who underachieve. New York: Simon and Schuster. Hsieh, P. , Sullivan, J. R. & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18, 454-476. McCown, W. G. , Petzel, T. , & Rupert, T. (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. Personality and Individual Differences, 8, 781-786. Natale, J. A. (1995). Making smar t cool. The Executive Educator,17, 20-24. Rimm, S. (1997). An underachievement epidemic. Educational Leadership, 54, 18-22. Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55, 79-88. Shim, S. , & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experimental Education, 73, 333-349. Vanheste, T. , Lens, W. , & Vandenberghe, R. (2001). Motivation and learning styles among college freshmen. Leuven: University of Leuven. Weinstein, C. E. , (2003). Learning and study strategy inventory. Clearwater, FL: H & H Publishing Company. Whitmore, J. R. (1989). Re-examining the concept of underachievement. Understanding Our Gifted, 2, 1, 7-9. www. dictionary. com Appendix A Consent Form Iris Hill The University of West Alabama Research Proposal Title: The Effectiveness of Time Management Strategies for Improving Academic Performance Among College Freshmen 1. What is the purpose of the study? The purpose of the study is to discover if time management strategies can improve academic performance among college freshman. There will not be any behavior modifications used; however, the study will be based on the information received prior to the beginning of the study and after the time management strategies are implemented during the study. 2. How was I chosen? Eighty first-time college freshmen were andomly selected to participate 3. What will be involved in participating? The eighty in-coming college freshmen would be divided into two groups. The eighty students will complete a pretest before the research period begins. The pretest will assess whether or not the student actively uses time management strategies and the current academic performance levels. The control group, consis ting of forty students, will not receive any time management skills training during the freshman orientation class. The experimental group, consisting of forty students, would receive time management skills training during the reshman orientation class. Graduate students would be used to monitor and assist the freshman group with utilizing the time management strategies (experimental group) during the six month research period. At the end of the research period, both groups will be given a posttest, which is identical to the pretest. The results of the posttests of the experimental group will be compared to the results of the comparison group to determine if the effectiveness of time management strategies improved academic performance. 4. Who will know what I say? It is planned for the study to be published in a professional journal. 5. What risks and benefits are associated with participation? The risks are that there will be no change in academic performance, or time management strategies might be used and not needed. The benefits are that there are possible improvements in academic performance. 6. What are my rights as a respondent? You may ask questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may withdraw at any time. 7. What will be published? Following the completion of this research proposal, I plan to maintain my records for use in future publications and scholarly presentations. I plan to publish my findings as articles in professional journals, with the ultimate goal of publishing a book or a chapter in a book. 8. If I want more information, whom can I contact about the study? This study has been approved by the University of West Alabama’s Internal Review Board for the Protection of Human Subjects. This board can be contacted through the office of Mrs. Patricia Pratt. In addition, my research advisor, Dr. Reenay Rogers, can be contacted at (205) 652-5423. ____________________________________________ Iris Hill, Project DirectorRespondent’s signature, date Appendix B Permission to Conduct Research The University of West Alabama Iris Hill, Graduate Student 300 Carver Drive Livingston, AL 12345 September 1, 2011 Dr. James Stewart, Student Affairs Director Mississippi State University 123 College Avenue MSU, MS 39760 Dear Dr. Stewart, I would like to conduct a study using a random sample of in-coming college freshman for the 2011-2012 school year. The study proposes to research the effectiveness of time management strategies and skills on academic performance. The results of this study will improve the educational practice of professors and directly impact the study habits and skills, in regard to the academic achievement of students. The study will take place from September 15, 2011 to March 15, 2011. It will be conducted by me, Ms. Iris Hill, a current graduate student. I feel that this research study is a very worthwhile endeavor for the students and the school. Please review the enclosed information in order to make a decision concerning the school’s ability to conduct this research. A consent form has been included. Sincerely, Ms. Iris Hill The University of West Alabama Appendix C Explanation of Instrument or Copy of Instrument The student's grade point average is an existing instrument that will be used in this study. The grade point average measures a student's academic achievement at a college or university. It is calculated by dividing the total number of grade points received by the total number attempted. The grade point average adequately and logically measures the student's comprehension in each subject area. The grade point average formula is appropriate for first-year college freshmen because it measures student academic achievement. The grade point averages will vary; however, the GPA formula is the same for each student. To check reliability over time, the GPA would be used to ensure the results are similar over the research time period. The second instrument will be used to check for internal consistency, known as the â€Å"Time Management Quiz† and â€Å"Where Does Time Go? † survey and questionnaire developed by Weinstein (2003). The Cronbach alpha (1975) instrument will measure the reliability of the answers from the surveys and questionnaires. the Cronbach alpha instrument is very useful because not only is it easily calculated, but it is also quite general and can be applied universally. The Cronbach alpha (1975) formula can be applied through a variety of tests and other measurements. In referring to the Cronbach alpha (1975), the alpha level is a degree of reliability measurement which allows for the forecast of whether there is a probability of committing a Type 1 error, which is the prediction of chance that X exists. The Cronbach alpha (1975) assesses the reliability of a rating (measurement based on a pre-determined factor) by summarizing a group of test or survey answers (samples taken from a population or a population sample or census) which measure some underlying factor (e. . some attributes of the test- taker). A score is computed from each test item and the overall rating or scale, which is defined by the sum of these scores over all the test items. To establish whether the measures are consistent, a correlation is computed between the results obtained on the first administration of the survey or quiz to the following administrations. There are four uncon trollable variables of 1. ) practice and 2. ) fatigue 3. ) too short an interval, or 4. ) too few of the first test takers are not available for the posttests or surveys. To check internal consistency, the Cronbach alpha (1975) instrument will be used to evaluate the scores on the â€Å"Time Management Quiz† and â€Å"Where Does Time Go? ‘ surveys at the beginning and the end of the research period. For checking validity, the Cronbach alpha (1975) tool will be used to compare the scores at the start and the end of the research period, and also with the GPA's of the experimental group, the student's receiving the time management strategies incorporated into their freshman orientation class. All of these instruments together will measure current academic levels (GPA), time usage, habits, and attitudes, as well as basic concepts (conceptual knowledge), and applications by using open-ended questions assigned to numerical values. To ensure validity and reliability, the time management strategies are well described in the research proposal, so others can conduct the study if desired.

Free Essays on Bay Of Pigs

Bay of Pigs: The Failed Invasion The story of the failed invasion of Cuba at the Bay of Pigs is one of mismanagement, overconfidence, and lack of security. The blame for the failure of the operation falls directly in the lap of the Central Intelligence Agency and a young president along with his advisors. The fall out from the invasion caused a rise in tension between the two great superpowers and ironically, thirty-eight years after the event, the person whom the invasion was meant to topple, Fidel Castro is still in power. To understand the origins of the invasion and its ramifications for the future, it is first necessary to look at the invasion and its origins. The Bay of Pigs invasion of April 1961 started a few days before the bombing of Cuba on April fifteenth by what appeared to be defecting Cuban air force pilots. At 6 a.m. on that Saturday, B-26 bombers bombed three Cuban military bases. The airfields at Camp Libertad, San Antonio de Los Banos and Antonio Maceo airport at Santiago de Cuba were fired upon. Seven people were killed at Libertad and forty-seven people were killed at other sites on the island. Two of the B-26s left Cuba and flew to Miami, apparently to defect to the United States. The Cuban Revolutionary Council, the government in exile, in New York City released a statement saying, â€Å"The bombings in Cuba were carried out by ‘Cubans inside Cuba’ who were ‘in contact with’ the top command of the Revolutionary Council.† The New York Times reporter covering the story alluded to something being wrong with the whole situation. He wondered how the council knew the pilots were coming if the pilots had only decided to leave Cuba on Thursday after a suspected betrayal by a fellow pilot had precipitated a plot to strike. Whatever the case, the planes came down in Miami later that morning. One landed at Key West Naval Air Station at 7:00 a.m. and the other at Miami International Airport ... Free Essays on Bay Of Pigs Free Essays on Bay Of Pigs The story of the failed invasion of Cuba at the Bay of Pigs, which is located on the south coast of Cuba about 97 miles southeast of Havanna, was one of mismanagement, poor judgment, and stupidity (â€Å"Bay of Pigs† 378). The blame for the failed invasion falls directly on the CIA (Central Intelligence Agency) and a young president by the name of John F. Kennedy. The whole intention of the invasion was to assault communist Cuba and put an end to Fidel Castro. Ironically, thirty-nine years after the Bay of Pigs, Fidel Castro is still in power. First, it is necessary to look at why the invasion happened and then why it did not work. From the end of World War II until the mid-eighties, most Americans could agree that communism was the enemy. Communism wanted to destroy our way of life and corrupt the freest country in the world. Communism is an economic system in which one person or a group of people are in control. The main purpose of communism is to make the social and economic status of all individuals the same. It abolishes the inequalities in possession of property and distributes wealth equally to all. The main problem with this is that one person who is very wealthy can be stripped of most of his wealth so that another person can have more material goods and be his equal. The main reason for the Bay of Pigs attack on Cuba was the change to communism. On January 1, 1959, Cuban dictator Fulgencio Batista fled the country for the safety of the Dominican Republic (Goode, Stephen 75). Fidel Castro and his guerrilla warriors overthrew the old government dictated by Batista. During the next couple of weeks, Castro established a new government and on February 16, he was officially declared premier (Finkelstein, Norman H. 127). The United States accepted this new regime as a relief from the harsh, corrupt, and unpopular government of Batista. Soon after everything settled down, Castro and his men made a rapid move to change their politic... Free Essays on Bay of Pigs Bay of Pigs: The Failed Invasion The story of the failed invasion of Cuba at the Bay of Pigs is one of mismanagement, overconfidence, and lack of security. The blame for the failure of the operation falls directly in the lap of the Central Intelligence Agency and a young president along with his advisors. The fall out from the invasion caused a rise in tension between the two great superpowers and ironically, thirty-eight years after the event, the person whom the invasion was meant to topple, Fidel Castro is still in power. To understand the origins of the invasion and its ramifications for the future, it is first necessary to look at the invasion and its origins. The Bay of Pigs invasion of April 1961 started a few days before the bombing of Cuba on April fifteenth by what appeared to be defecting Cuban air force pilots. At 6 a.m. on that Saturday, B-26 bombers bombed three Cuban military bases. The airfields at Camp Libertad, San Antonio de Los Banos and Antonio Maceo airport at Santiago de Cuba were fired upon. Seven people were killed at Libertad and forty-seven people were killed at other sites on the island. Two of the B-26s left Cuba and flew to Miami, apparently to defect to the United States. The Cuban Revolutionary Council, the government in exile, in New York City released a statement saying, â€Å"The bombings in Cuba were carried out by ‘Cubans inside Cuba’ who were ‘in contact with’ the top command of the Revolutionary Council.† The New York Times reporter covering the story alluded to something being wrong with the whole situation. He wondered how the council knew the pilots were coming if the pilots had only decided to leave Cuba on Thursday after a suspected betrayal by a fellow pilot had precipitated a plot to strike. Whatever the case, the planes came down in Miami later that morning. One landed at Key West Naval Air Station at 7:00 a.m. and the other at Miami International Airport ... Free Essays on Bay of Pigs BAY OF PIGS It seems that the United States has been one of the most dominant, if not the most dominant, countries in the world, since the Declaration of Independence. Yet, on Monday, April 17, 1961, our government experienced incredible criticism and extreme embarrassment when Fidel Castro, dictator of Cuba, instantly stopped an invasion on the Cuban beach known as the Bay of Pigs. President John Fitzgerald Kennedy, his advisors, and many Central Intelligence Agency (CIA) officials, made the largest error of their political careers. Once the decision was made to invade Cuba, to end Castro and his Communist government, Kennedy and his administration were never looked at in the same light nor trusted again. Russian leader Nikita Khrushchev was affiliated with Castro, and the two countries made many military decisions together. As Kennedy and the United States tried to stop Cuba and Russia from becoming a threat to the world, an invasion was planned out and executed. The results were a disaster. The Bay of Pigs invasion was the largest military mistake ever made by the United States government and the CIA in the 20th century and brought America to the brink of war with Cuba and Russia. The Bay of Pigs invasion was not a quick decision, many hours of meetings and conferences occurred before President Kennedy gave permission for the attack. President Kennedy was inaugurated on January 20, 1961, and immediately wanted to take the initiative with the Soviet and Cuban governments (Pearson 12). Russia was already under Communist control, and Fidel Castro took over the Cuban government with heavily armed troops and policeman. Castro’s policemen filled the streets, and he ran the newspape rs, as well as many assembly buildings (Frankel 60). At the beginning, Castro did not run a Communist government, but once he began to meet with Russian leader, Nikita Khrushchev, Castro started a Communist government (Crassweller 23). Max Frankel, writer f... Free Essays on Bay of Pigs Bay of Pigs: The Failed Invasion The story of the failed invasion of Cuba at the Bay of Pigs is one of mismanagement, overconfidence, and lack of security. The blame for the failure of the operation falls directly in the lap of the Central Intelligence Agency and a young president along with his advisors. The fall out from the invasion caused a rise in tension between the two great superpowers and ironically, thirty-eight years after the event, the person whom the invasion was meant to topple, Fidel Castro is still in power. To understand the origins of the invasion and its ramifications for the future, it is first necessary to look at the invasion and its origins. The Bay of Pigs invasion of April 1961 started a few days before the bombing of Cuba on April fifteenth by what appeared to be defecting Cuban air force pilots. At 6 a.m. on that Saturday, B-26 bombers bombed three Cuban military bases. The airfields at Camp Libertad, San Antonio de Los Banos and Antonio Maceo airport at Santiago de Cuba were fired upon. Seven people were killed at Libertad and forty-seven people were killed at other sites on the island. Two of the B-26s left Cuba and flew to Miami, apparently to defect to the United States. The Cuban Revolutionary Council, the government in exile, in New York City released a statement saying, â€Å"The bombings in Cuba were carried out by ‘Cubans inside Cuba’ who were ‘in contact with’ the top command of the Revolutionary Council.† The New York Times reporter covering the story alluded to something being wrong with the whole situation. He wondered how the council knew the pilots were coming if the pilots had only decided to leave Cuba on Thursday after a suspected betrayal by a fellow pilot had precipitated a plot to strike. Whatever the case, the planes came down in Miami later that morning. One landed at Key West Naval Air Station at 7:00 a.m. and the other at Miami International Airport ...

The Healing Uses of Artificial Skin

The Healing Uses of Artificial Skin Artificial skin is a substitute for human skin produced in the laboratory, typically used to treat severe burns. Different types of artificial skin differ in their complexity, but all are designed to mimic at least some of the skin’s basic functions, which include protecting against moisture and infection and regulating body heat. How Artificial Skin Works Skin is primarily made of two layers: the uppermost layer, the epidermis, which serves as a barrier against the environment; and the dermis, the layer below the epidermis which makes up roughly 90 percent of the skin. The dermis also contains the proteins collagen and elastin, which help give the skin its mechanical structure and flexibility. Artificial skins work because they close wounds, which prevents bacterial infection and water loss and helps the damaged skin to heal. For example, one commonly used artificial skin, Integra, consists of an â€Å"epidermis† made of silicone and prevents bacterial infection and water loss, and a â€Å"dermis† based on bovine collagen and glycosaminoglycan. The Integra â€Å"dermis† functions as an extracellular matrix – a structural support found between cells that helps regulate cell behavior – that induces a new dermis to form by promoting cell growth and collagen synthesis. The Integra â€Å"dermis† is also biodegradable and is absorbed and replaced by the new dermis. After several weeks, physicians replace the silicone â€Å"epidermis† with a thin layer of epidermis from another part of the patient’s body. Uses of Artificial Skin Treating burns:  Artificial skin is commonly used to treat burn injuries, especially if the patient does not have enough healthy skin that can be transplanted to the wound. In such cases, the body cannot generate skin cells quickly enough to heal the damaged skin, and the patient’s injury may become lethal due to significant fluid loss and infection. Artificial skin can thus be used to immediately close the wound and improve survival.Treating skin disorders:  Some artificial skin products like Apligraf have been used to treat chronic wounds on the skin, such as ulcers, which are open wounds that heal very slowly. They may also be applied to skin disorders like eczema and psoriasis, which often span a large portion of the body and may benefit from artificial skins laden with medicine, which can easily wrap around the affected area.Research in consumer products and medicine:  Aside from its uses in the clinical setting, artificial skin may also be used to model human skin for research. For example, artificial skin is used as an alternative to animal testing, which is often used to gauge how a cosmetics or medical product affects the skin. However, this testing may cause pain and discomfort to the animals and does not necessarily predict the response of human skin. Some companies like L’Orà ©al have already used artificial skin to test many chemical ingredients and products. Artificial skin may also simulate skin for other research applications, including how skin is affected by UV exposure and how chemicals in sunscreen and medicines are transported through skin. Types of Artificial Skin Artificial skins mimic either the epidermis or dermis, or both epidermis and dermis in a â€Å"full-thickness† skin replacement. Some products are based on biological materials like collagen, or biodegradable materials not found in the body. These skins can also include a non-biological material as another component, such as Integra’s silicone epidermis. Artificial skins have also been produced by growing sheets of skin live skin cells taken from the patient or other humans. One major source is the foreskins of newborns, taken after circumcision. Such cells often do not stimulate the body’s immune system- a property that allows fetuses to develop in their mother’s wombs without being rejected- and hence are much less likely to be rejected by the patient’s body. How Artificial Skin Differs From Skin Grafts Artificial skin should be differentiated from the skin graft, which is an operation in which healthy skin is removed from a donor and attached it to a wounded area. The donor is preferably the patient themself, but could also come from other humans, including cadavers, or from animals like pigs. However, artificial skin is also grafted onto a wounded area during treatments. Improving Artificial Skin for the Future Though artificial skin has benefited many people, a number of drawbacks can be addressed. For example, artificial skin is expensive as the process to make such skin is complex and time-consuming. Furthermore, artificial skin, as in the case of sheets grown from skin cells, can also be more fragile than their natural counterparts. As researchers continue to improve on these, and other, aspects, however, the skins that have been developed will continue to help save lives. References Brohem, C., da Silva Cardeal, L., Tiago, M., Soengas, M., de Moraes Barros, S., Maria-Engler, S. â€Å"Artificial skin in perspective: concepts and applications.† Pigment Cell Melanoma Research, 2011, vol. 24, no. 1, pp. 35-50, doi: doi: 10.1111/j.1755-148X.2010.00786.x.Companies are making human skin in labs to curb animal testing of products, Bob Woods, CNBC.Cooper, G. â€Å"Cell walls and the extracellular matrix.† In The Cell: A Molecular Approach. 2nd edition, 2000, Sunderland, MA, Sinauer Associates.Halim, A., Khoo, T., and Yussof, S. â€Å"Biologic and synthetic skin substitutes: An overview.† Indian Journal of Plastic Surgery, 2010, vol. 43, pp. S23-S28, doi: 10.4103/0970-0358.70712.Immortal skin, Rebecca Skloot, Popular Science.Integra Dermal Regeneration Template.Jones, I., Currie, L., and Martin, R. â€Å"A guide to biological skin substitutes.† British Journal of Plastic Surgery, 2002, vol. 55, pp. 185-193, doi: 10.1054/hips.2002.3800.Schulz, J., Tompkins, R., and Burke, J. â€Å"Artificial skin.† Annual Review of Medicine, 2000, vol. 51, pp. 231-244, doi: 10.1146/annurev.med.51.1.231. ‘Second skin’ goes on over your skin to smooth your wrinkles, Ike Swetlitz, STAT.Tompkins, R., and Burke, J. â€Å"Progress in burn treatment and the use of artificial skin.† World Journal of Surgery, vol. 14, no. 6, pp. 819-824, doi: 10.1007/BF01670529.Varkey, M., Ding, J., and Tredget, E. â€Å"Advances in skin substitutes- Potential of tissue engineered skin for facilitating anti-fibrotic healing.† Journal of Functional Biomaterials, 2015, vol. 6, pp. 547-563, doi:10.3390/jfb6030547.Zhang, Z., and Michniak-Kohn, B. â€Å"Tissue engineered human skin equivalents.† Pharmaceutics, 2012, vol. 4, pp. 26-41, doi:10.3390/pharmaceutics4010026.

Final Strategic Plan Research Paper Example | Topics and Well Written Essays - 1000 words

Final Strategic Plan - Research Paper Example Selection of Locations – a Great Strategic Importance The company has already taken a strategic decision to begin these outlets in the high-income Silicon Valley (Santa Clara County) region. The company will open at least two shops in San Jose, the epicenter of Silicon Valley that currently leads other towns in the US with the median household income in excess of $83,000. Moreover, the area has a strong population of over 1.5 million highly educated rich class Asians mainly from India, Pakistan, China, Korea, Malaysia who are most likely to patronage the products of the company without much inhibitions for they do not need any elaborate introduction to these tropical fruits as they have already consumed them in their life sometime in the past. Brand Strengthening – An Important Marketing Strategy The company has already planned to establish the brand mangoamla firmly across the region. High-profile publicity campaign will be organized through local newspaper advertiseme nts, distributing small booklets describing health benefits of these fruits – especially antioxidant richness, their applications and uses in ancient health system (Aurved) explaining how they tone up the body’s immune system. ... The company has decided to advertise on FM radio in San Jose targeting Asian population to make the brand a household name. Promotional Strategy through Discounts/Incentives Vending machines will provide a unique code on each bill generated by it. On citing this code, the customer can avail 15 percent discount on the next buy. This will also help record the repeat customers who visit the shops. Customer Satisfaction Enhancement Strategy Before launching the products officially, the company has decided to involve professional tasters. They will not only do taste-fixing but fine tune the flavors of the products so that they get prompt acceptance. It is very essential to satisfy the customers on taste. After deciding on the flavors, the products will be offered to the select class of people for their final feedbacks. The exercise is necessary and extremely important for immediate acceptance of the products after the launch to ensure that the market does not develop any bad reflection on the company’s products in the beginning itself. Customer Servicing with Minimal Wait Time Currently, time taken to service the customer is an important and critical criterion where satisfaction of the customer can be either won or lost. Products will be dispensed through vending machines in 300 and 400 ml measurements with automatic billing system and recording. The servicing time including billing and recording will not take more than 90 seconds. It is also in the interest of the company to serve as many customers as possible to enhance the revenue of the company and that is how selection of the vending machines has been done to ensure that products are dispensed in the minimal possible time. Environmental Protection – a