Bulima Nervosa Essay -- Research Eating Disorder Essays

Bulimia Nervosa Bulimia nervosa is a disease that predominately affects young females. Since the origination of its medical definition various studies have been implemented to examine the cause of onset and effects of bulimia nervosa. There have also been studies surveying the long-term outcome of bulimia nervosa. These long-term studies have analyzed such relationships as age, employment status, social status and marital status and bulimia nervosa. By using three scientific studies of long-term outcome of bulimia nervosa, this paper will try and evaluate the research obtained and offer critical suggestions to help further studies on this topic. The first study, "Bulimia nervosa: a 5-year follow-up study," uses a follow up sample of thirty-six patients, which consisted of 72%of the original sample. The original sample was comprised of fifty patients who were consistently referred to the Academic Department of Psychiatry at the Royal Free Hospital. Of the fifty patients, one was male. All of the patients were diagnosed with bulimia nervosa during their initial visit and met DSM-III criteria for bulimia. The ages of the sample ranged from 14 to 40 years with a mean age of 23.5. Also the onset of the disease ranged from 10 to 36 years of age with a mean of 19 years. The follow-up study began no less than five years after their initial visit with an average duration of 5.10 years. The patients were contacted through the mail, and of these fifty patients, 41 were traced, one had died, 5 were unable or refused to participate and 36agreed to participate. The study evaluated the general outcome of each patient, which consisted of th ree categories: Good outcome, Intermediate outcome and Poor outcome. The poor behavioral outcome g... ...er to be cured of the disease through support of a relationship and satisfactory social outcome. This study gives a general association. Again, I also find it hard to distinguish treatment programs since each case is individual. Yet, perhaps with more long-term studies in the future bulimia nervosa will be thoroughly understood, and the difficulties I mentioned will be obsolete. Works Cited: Dayson, D., Johnson-Sabine, E. & Reiss, D.(1992). Bulimia Nervosa: A 5-Year Follow-Up Study. Psychological Medicine, 22(4), 951-959. Johnson-Sabine, E. & Reiss, D.(1995). Bulimia Nervosa: 5-year Social Outcome and Relationship to Eating Pathology. International Journal of Eating Disorders,18(2),127-133. Keel, P.K., Mitchell, J.E., Miller, K.B., Davis, T.L. & Crow, S.J. (1999). Long-term Outcome of Bulimia Nervosa. Archives of General Psychiatry, 56(1), 63-69.

A history of African American slaves Essay

But as mentioned, may also argue for the more positive portrayal of John Brown in writings and media. They believe that negative portrayal of John Brown gives an unfair interpretation of his history. They argue that many of the writers who have put John Brown in a bad light let their writings be tainted with bias, and so some of them veered away from impartial interpretation of facts that surround Brown. Many argue that John Brown, as a human being, is a product of his past, and how he was shaped by his society. These people say that as much as you can’t blame John Brown like you can’t fully blame a suicide bomber for dying and killing for his convictions and beliefs. He was one of those who viewed society through a revolutionary lens, only that he let his eyes go awry by choosing violent methods. It could also be that he was pressured into going through violent acts because he wanted immediate change, and saw that relatively peaceful methods like passing legislations were not effecting these changes fast enough. It can be recalled that he once tried to use negotiation to settle the prices and terms in the wool industry, yet to no avail. Several factors like this could have led to this kind of mindset that he had. Some people view him as a hero, as proved by many edifices and statues built in his honor. For some people, especially the African-Americans, his motives were enough to proclaim him as a hero and a martyr for the nation. This point proves that personal history of the race or culture greatly affects the lens through which people look at things in the environment. Since the ancestors of these people were the ones defended by Brown, they feel indebted to him in some way. Without his armed action against the southerners, then major recognition of their peoples’ freedom wouldn’t have occurred. The people that John Brown tried to save were the ones who look up to him as a liberator still. From when he was alive to when he was executed, the public viewed him as both a violent rogue and a patriot. However multifaceted the views of John Brown’s character may be, it is important that we ground our views on the facts and truths found in history. There are many things we have to consider about his personality, character and motivations, and these things are needed to form a good opinion and view of Brown. CONCLUSION John Brown supported ideologies that were unaccepted during his time, and used methods that were unacceptable both when he lived and after this period. In his time, he garnered both the dissent of both slavery supporters and pacifist abolitionists, and the support of some abolitionists. The presence of multiple opinions was also evident even after his death. His image still acquires the same two sides of public opinion no matter how times have changed. John Brown is an American historical figure whose image contains many facets to it because people from different times had different â€Å"lenses† or factors like values systems, cultural and social backgrounds to view his life with. These factors influence how people form opinions and views. Whatever â€Å"lens† we may have and use in viewing John Brown’s image or any other thing outside of ourselves, it is important that we remain accurate and faithful to truth and fact as much as possible. BIBLIOGRAPHY Berlin, Ira. Generations of Captivity: A History of African American Slaves.United States of America: President and Fellows of Harvard College , 2003. Catterall, Helen T. Judicial Cases Concerning Slavery and the Negro. New York: Octagon Books, 1968. â€Å"Civil War History†. Southernhistory. net. http://www. southernhistory. net/modules. php? op=modload&name=News&file=article&sid=9406. (accessed April 9, 2009) Chowder, Ken. The Father of American Terrorism. New York: American Heritage, 2002. DeCaro Jr. , Louis A. â€Å"People’s Ally, White People’s Bogeyman: A John Brown Story† in Andrew Taylor and Eldrid Herrington (editors), The Afterlife of John Brown. 2005 DeCaro Jr. , Louis A. John Brown–The Cost of Freedom: Selections from His Life & Letters. 2007. Fried, Albert. John Brown’s Journey: Notes & Reflections on His America and Mine. Garden City, New York: Anchor Press/Doubleday, 1978. Gallay, Alan. The Indian Slave Trade: The Rise of the English Empire in the American South, 1670-1717. New Haven: Yale University Press, 2002. Genovese, Eugene D. Roll, Jordan, Roll: The World the Slaves Made. New York: Random House, Inc. , 1974. Genovese, Eugene D. The Political Economy of Slavery: Studies in the Economy and Society of the Slave South. Middletown, Conn.: Wesleyan University Press, 1989. Genovese, Eugene D. , and Elizabeth Fox-Genovese, Fruits of Merchant Capital: Slavery and Bourgeois Property in the Rise and Expansion of Capitalism. England: Oxford University Press, 1983. â€Å"John Brown†. Spartacus Educational. http://www. spartacus. schoolnet. co. uk/USASbrown. html (accessed April 9, 2009) Kolchin, Peter. American Slavery, 1619-1877. Canada: HarperCollins Canada Ltd. , 1994. Olsen, Otto H. â€Å"Historians and the Extent of Slave Ownership in the Southern United States†. Southernhistory. net http://www. southernhistory. net/modules. php?op=modload&name=News&file=article&sid=9406 (accessed April 9, 2009) Partyka, Jennifer. â€Å"Brown, John†. The Pennsylvania Center for the Book. http://pabook. libraries. psu. edu/palitmap/bios/Brown__John. html (accessed April 9, 2009). Reynolds, David S. John Brown, Abolitionist: The Man Who Killed Slavery, Sparked the Civil War, and Seeded Civil Right. New York: Vintage Books, 2005. Rhodes, James Ford. History of the United States from the Compromise of 1850. Norwood, Mass. , 1906. â€Å"Slaves and the Courts, 1740-1860†. The Library of Congress. http://lcweb2. loc. gov/ammem/sthtml/sthome. html (accessed April 9, 2009).

Corruption in the Teamsters Union

In 1902 a group of horse and buggy drivers created the Teamsters Union, in that the Teamsters were employed to transport goods. This occupation has played an important part in the economic development of the United States. Although they worked under difficult circumstances at the turn of the twentieth century they began to unionize on an extensive scale. There was no established national organization until 1912 that the teamsters were secure. Back in those days certain crafts and professions were considered as public-interest endeavors, which were licensed and regulated by the town authorities. Included in the teamsters which started with cart-men were; doorkeepers, butchers, and bakers. With the public being so reliant on these crafts they showed a monopoly and the members would join in strikes, to change supply and demand so they could increase prices for their products. In addition, the strikes served the purpose in securing higher wages and fees for services, and to keep outsiders from operating in the same craft. The strikes came about as early as the seventeenth century, although there weren’t any conflicts between labor and management. Instead, the strikes represented demonstrations against local laws and directives and were aimed in influencing the actions of town councils. There were numerous grievances due to the charges and rates established by localities for teamsters and in the seventeenth century cart-men did not work for earnings but owned the horses and wagons. Back in 1677 New York held the first tribunal for a strike in which, â€Å"Twelve truckmen were dismissed by the common council for not carrying out the duties prescribed for them by the city. The prosecution charged that the men were in contempt; it did not base its case upon conspiracy. Conditions prevailing in New York City were typical of those under which cart-men labored prior to 1850. † (Witwer) The New York teamsters were categorized as an individual labor group and each of them had to be licensed by the mayor. This allowed the city to have control over the cost of transporting or delivering goods through its streets and as business endeavors in the metropolitan area increased, a variety of regulations were passed. This included specifications on cart sizes, speed zones, and preventive measures to deter noise and accidents. After the Revolutionary War, the New York City council maintained stringent control over the work of cart-men doorkeepers, butchers, and bakers. During this time cart-men made request to the council that would limit who could enter into their craft in 1785, which kept transient residents in the city during the summer out of their businesses. It wasn’t until 1790, which licenses as teamsters were sought after by the old, frail, and unskilled workers. According to Brill, â€Å"In 1792, the Cart-men's Society was founded for the relief of distressed members. In 1797, as a result of flagrant abuses by teamsters in New York City operating without a license and charging extortionate fees–all licenses were revoked. The cart-men were reorganized in groups of forty-nine, each headed by a foreman. In 1800, there were twenty such companies. Stiff penalties were imposed for violations of ordinances. † The International Brotherhood of Teamsters (IBT) labor union has been more embroiled in jurisdictional cases and doppelganger unionism. When it was initially established, this union has been engaged in incessant critical disputes over jurisdiction. These disputes often affect many international unions, some associated either with the American Federation of Labor (AFL) or the Congress of Industrial Organizations (CIO) and those with no affiliation to either federation. The struggle of major concern was the inquiry of the proper union for a particular group of men, yet it entailed power over a precise job region. Many occurrences were an actual contest for power over a specific region and the complexity concerning jurisdiction that the teamsters have come upon has occurred due to the union making steady attempt s to expand. The incentives for such exploits were very diverse to include workers with functions closely related to others already performed by members of the union. In addition, the collaboration is essential for the triumphant exertion of economic strong hold among employers. Workers have also been organized to prevent their assimilation by a rival unions, with regions being expanded locally, helps to boost the power of local leaders and nationally expand Commercial and industrial enterprises. Daniel J. Tobin was the president of the Teamsters Union from 1907 TO 1952, which he grew and was not in control of the fiscal policies pursued by locals in the union. Tobin exerted a forceful authority over decisions which affected the relationship of the IBT with the other associations of the labor movement and he served as representative for a significant sector of the labor force. The power of Tobin was not challenged until 1930 when Dave Beck become known, with this Tobin’s rise to power was plodding. Tobin was born in Ireland in 1875 and in 1889 he journeyed alone to the United States. Tobin eventually became a driver-salesman, which lead him into the joining the local Team Drivers International (TDL) Union in Boston, Massachusetts. From there he became a member of Boston Local 25 and was chosen a representative to the Niagara Falls convention of 1903; it was at that convention that IBT was organized. According to Witwer, Tobin said: â€Å"When I returned I was discharged for being an agitator and found it difficult to find employment. I did find employment at $12 a week, working 12 hours a day. † Tobin ran for business representative for his local union in 1903 and after suffering from defeat (his only defeat while as a candidate for office within the labor movement). He proceeded to hold various offices within the Boston chapter when in August 1907, Daniel J. Tobin, became president of the Teamsters and Chauffeurs District Joint Council 10 of Boston. Serving as his campaign manage and a business agent in Local 25 John M. Gillespie, nominated Tobin for presidency of IBT, where as upon winning Tobin appointed Gillespie as the International Organizer for the New England division. This lifetime friendship led Gillespie to Indianapolis by Tobin in 1925 to take on the duties of assistant to the president. Subsequently, when Thomas L. Hughes died in 1941, Gillespie was appointed secretary-treasurer of the IBT and he was considered Tobin's most trusted associate in the union until his death in 1946. As has been indicated, upon obtaining the presidency, Tobin faced numerous serious problems and disparities. His own executive board created more problems by the division amongst the members. Four vice presidents joined into a rival force and voted together on most issues, which the other three vice presidents and secretary of treasurer were unable to match or break. Tobin had to break the four to four tie in many cases by casting the decisive ballot. The Teamsters Union in New York brought Tobin up on charges in 1908, claiming that he had been elected illegally in that years convention. The joint council contended that Local 25 was not in good standing with the IBT so, Tobin was ineligible for office. With such unruly and undermining schemes including acts of cultivating and persuading withdrawal from Local 25 by Tobin's opposition on the board with some of the members while serving as officers of the IBT at the same time organizing independent teamster unions. At the 1910 convention, Tobin accomplished extricating the remainder of opposition and for the next thirty years he was tterly unobstructed and uncontested in managing the affairs of the International Office. The union in the first ten years had its highest level of conflict within the organization, while in quite a few cases; officers of the IBT had acquired court sanctions restraining barred and obstinate locals with numerous techniques. Tobin's triumph with assembling the union was based upon his firm observance of avoidance (empathy action for other unions in trouble) and vigilant cost-conscious spending of union resources. With Tobin being in charge of a small yet powerful union, he anticipated the threat of repeating previous deeds which had made it susceptible in the past. With this in mind during 10907 and the early 1930’s the IBT avoided strikes, boycotts, and financial struggles assumed by other trade unions. Whereas, Tobin was extraordinary zealous guarding the treasury part of the union and the circumstances concerning strikes and lockouts were meticulously scrutinized before any benefits were paid out by the IBT to the local unions. With numerous rules and constitutional requirements being required before strike approval was approved by the IBT executive board. Tobin also sought to boost the finances; during his tenure of office as president; he fought for higher per capita taxes from the local teamster unions. Tobin would continuously boost with pride that being one of the larger labor organizations the Teamsters Union was insulated against economic loss due to a depression or bank failure. The biggest troubling factors in the first decade of Tobin's administration was the dissension within the union, the behavior the members in the local teamster unions, the secession interchanges conducted by different groups, and the existence of adversary and contending unions, in various parts of the nation. Chicago and New York were the hubs for the difficulties experienced under this regime, as a whole the teamsters were considered rather obstinate workers that exhibited a rough and idiosyncratic attitude. In 1906 there was more dissention at the convention which led to the creation of the United Teamsters of America (UTA). Chicago, New York City, and St. Louis, IBT lost it drew about 10,000 men to the UTA, which weakened the IBT, furthermore increased the membership of locals which had been independent in the past. Tobin worked hard to bring the men back into the IBT and was triumphant in implementing an arrangement in 1908 where the majority of the locals that had departed choose to return. Chicago continued with immense dissention where a significant number of unions continued to be separate. By bringing back the locals from New York (formerly UTA) and the designation of one of their leaders as a vice president of the IBT led to the withdrawal of a second group of locals. Many of the second group that had left the IBT had essentially returned in 1911, yet before this while trying to work out an agreement in 1909 Tobin was brutal beaten in New York City. In the attack, Tobin’s glasses were shattered, his ribs broken, and a complex fracture of his nose, but the worst was yet to come while he was hospitalized he ended up with blood poisoning and he lingered on the threshold of death. The separate unions in Chicago continued to prosper and ultimately an impasse was accomplished, drivers working in general trucking functions had an inferred status quo contract without going beyond the jurisdictional claims of the associated and separate locals. This realistic arrangement stayed unchanged until the early 1930's when some public officials applied force on the autonomous locals to join the IBT. These legislative officers were distressed by the magnitude of racketeering and mobster control in the teamsters unions in Chicago and believed unification would establish checks and balances on the powers of the local leaders. In Chicago the state of affairs progressively worsened, between 1928 and 1935, thugs from the Capone crew were in command of numerous locals of drivers. Some of the locals so dominated were affiliated with the IBT and others were independent and with these circumstances, violence was not uncommon. In 1932 Patrick Burrell of Chicago the vice president of the local union was shot to death in a struggle between organized labor and mobsters in a hail of bullets. The subsequent year Henry Burger, an international organizer operating in Chicago, was shot and seriously wounded, therein came the appointment of Daniel A. Gilbert as the chief investigator for the state's attorney's office in Cook County, Illinois, that law and order once again became the basis under which the locals operated. â€Å"Gilbert had strong support and encouragement from Thomas J. Courtney, the state's attorney, and Mayor Edward J. Kelly of Chicago, with pressure from the businesses and the public had become somnolent from the immoderation of unionism about teamster unity and end labor discord and racketeering. † (Zeller) By 1934, many of the independent locals had joined the IBT while Courtney continued to aid the teamsters in their governmental efforts. There were other aggressive outbreaks in Chicago where labor was involved and in 1951, IBT officials in Chicago were anxious that the Capone crew would return with warfare breaking out all over the city. There was a public appeal for police protection against coercion by mobsters to the mayor by the vice president of the IBT William A. Lee. There were two murders, three brutal assaults, and four bombings between 1950 and 1951 of teamster officials in Chicago; with this the IBT did not ever have full power over workers working as drivers. The National War Labor Board (NWLB) acknowledged that the CIO controlled and represented trucking firms in other cities such as New Orleans and Detroit. Currently, the IBT is confronted with several of pockets of separatism throughout the nation. Tobin was able to combine and construct his power as president of the teamsters and become firmly embedded in office after 1910 due to no other member in the union gained national standing until the rise of Dave Beck. Tobin diligently avoided infuriating local leaders and except when circumstances were extraordinary or pressures were strong he refrained from intervening in local matters. With the power to appoint trustees in the local unions and joint councils where he felt officials were corrupt; Tobin to exerted substantial influence in dealing with locals. Very few complaints were made about Tobin’s abuse of power when appointing trustees; he progressively proceeded to expand the presidential term in office by increasing the time period between conventions. The time between conventions went from two years in 1908 to three years in 1912, and ultimately to five years in 1915 which helped in reducing the spending of the international union. Tobin argued that frequent conventions were unnecessary, while pointing out that the stoneworkers union was a fine organization even though it had held only one convention in twenty-eight years. Tobin broadened his labor connections, with the affiliation of the Canadian Trades and Labor Congress in 1920; then in 1928 affiliation with the building trades department of the AFL; and in 1948 with the International Transport Workers Federation. Tobin was reelected unanimously each time he ran for the office of general president, yet without ever having complete control of the convention. When Tobin made requests and recommendations concerning monetary matters he was unequivocally turned down time and time again. It took until 1920 for the monthly per capita to be increased from 15 cents to 30 cents; then it was increased again in 1952 to 40 cents. Tobin's main scheme, was to set up an international death benefit program under which the estate of each deceased member in good standing would receive a specified sum; this plan would increased the power of the IBT over the locals unions by giving the IBT control of a fund in which the individual members had an equity. In January 1929 a request made by the International Ladies Garment Workers Union (ILGWU) for financial assistance, due to the garment workers being confronted by some serious organizational struggles. The IBT grudgingly wrote the ILGWU that the board did not have the power to grant loans of any kind for any purpose, not even to one of its own locals. As the Teamsters Union strengthened, Tobin's reputation increased, he began to implement his authority as the representative of the AFL at the British Trades Union Congress, and as a delegate to the International Federation of Trade Unions in Amsterdam, Holland. Samuel Gompers gave great opposition to Tobin being elected treasurer of the AFL in 1917; he supported John B. Lennon, who had been the treasurer for the previous twenty-eight years. As a member of the executive council of the AFL, Tobin became one of its most imperative and vocal constituents while when John L. Lewis ran for AFL president, Tobin served as Gompers' campaign manager. With numerous differences over the issues of policy within the executive council Tobin threatened to resign several times, yet he was convinced not to on every occasion. Although in 1928 with another dispute with the executive council concerning the endorsement of Alfred E. Smith as a candidate as the President of the United States, Tobin resigned as treasurer. Tobin recommended that the offices of secretary and of treasurer of the AFL be consolidated when he left his post, this was enacted in 1935, under Tobin’s leadership in becoming the ninth AFL president in 1934. The Federation increased the number of men in this office from eight to fifteen, while Tobin became a vice president of the building trades department of the AFL. Tobin progressed in the chain of command of the labor movement; his union was concurrently gaining power and size. The AFL was revived in 1933 due to the decision of the Teamsters Union to organize everything on wheels; this is when the IBT became the most powerful union in the country. Threats to stop deliveries to and from companies who refused accept terms of the teamsters allowed them to gain contracts in trucking and related industries. The IBT gave support to other unions engaged in picketing or bargaining negotiations which strengthened the position of these unions and fortified their objectives. Unions organizing workers who were working in small numbers in regular establishments, were they became dependent on the teamsters for assistance, with the division in the AFL in 1935, Tobin continued his opposition to the growth of industrial unions. He asserted that it was not possible to organize the steelworkers; Tobin was fighting for the separation of teamsters from other workers. Tobin became the dominant core of labor leaders which favored craft unionism and he unequivocally maintained that industrial unionism would cause more hardship to the teamsters than to any other trade union. With the split between the AFL and CIO being complete, Tobin was one of the first labor leaders who strongly advocated reunification; he vigorously championed a plea by President Roosevelt for unity in the labor movement despite the rather cool reception which the message received from the other union heads present. Tobin was among the opposition to amending the Wagner Act, to make its stipulations more acceptable to the AFL. Supporters of the AFL contended that a majority of the members of the NLRB were prejudiced in favor of the CIO; it was believed that changes in laws would be more favorable to employers. Tobin aggressively opposed the communists and had them outlawed from the IBT, with his serious dislike of Harry Bridges of the longshoremen's union and his displeasure with John L. Lewis of the mine workers. The consequences with the fight for power within the Teamsters Union under the administration of Beck became apparent with the expulsion of the International Longshoremen's Association from the AFL. At the beginning of 1956, the election race for the presidency of the teamster’s joint council in New York City took place; the national leaders of the union had to make their positions known. With internal dissension at an all time high the impression of complete harmony on the general executive board came under public scrutiny, disclosure of the level of bitterness and conflict within the union indicate that it is one of the most important of the past fifty years. While Tobin held the top post in the union most members were afraid to challenge his control, due to his effective leadership; and the decentralization of the local leaders, caused sovereignty within their own unions. The local unions did not particularly aspire to expand their authority, with the arrival of Beck and the conference technique of organization, the progression of centralization began. Tobin fought hard and unsuccessfully to prevent the progression of centralization, eventually Beck had his way and gained much power even before he took over the leadership. At the beginning of his administration as general president, Dave Beck foresaw a strong centralized union with power vested in his hands looking toward the elimination of racketeering and corruption. To this end, Beck intensified his endeavors to complete the creation of conferences, with the size of the union and the colossal burden which his office entailed, Beck attempted to stay clear of direct contact with organizational and bargaining work with regards to issues in policy formation and jurisdictional problems. It was under these conditions that Jimmy Hoffa, was able to emerge as a rival to Beck who did not see his rapid rise and independence as a threat. By the time Beck recognized the problems Hoffa brought to the organization it was too late for Beck to extricate him without shaking the foundation of the union and risking defeat in his own objectives. Over the years Beck and Hoffa have tangled on many concerns yet formed alliances in other instances, both men recognized and appreciated the strength of the other. Given Beck's rise to the presidency, the struggle between them has solidified even further, Hoffa has said, â€Å"Although he takes orders from Beck, Beck does not raise questions as to how they are carried out. (Friedman and Schwarz) The modern record of the Teamsters Union may be implicit in the terms of the activities and goals of Beck and Hoffa, during the severe depression of the 1930’s; union activity was a perilous endeavor for those who had jobs. Hoffa, along with four other men who are currently still trusted affiliates of his staff, commenced to systematize the 175 workers in the warehouse as an independen t union, that went on strike just as a highly perishable load of strawberries arrived to be unloaded. In needing the workers to work, management had to realize the seriousness of the strike which led to some concession to pacify the workers. Within months a charter from the AFL was received making the independent Kroger group a federal labor union, Detroit was not a strong union center in 1932. There were few IBT locals in Detroit with roughly 500 members, Hoffa sought affiliation with the Teamsters Union and was given the charter of Local 674. Hoffa then proceeded to create an alliance with Local 299, which was then under trusteeship of the IBT, in debt, and without contracts this allowed his expansion program to begin. One of Hoffa's first and most ambitious ventures as a delegate of the teamsters were to organize the truckers, drivers, and car hauler workers, commencing between 1933 and 1935 was met the vicious conflicts of the automobile manufacturers. The automobile manufactures established a division within the IBT and Hoffa became the negotiating chairman which contributed to his rise through the ranks. Hoffa was elected president of Local 299 which has 16,000 members and 800 contracts with employers, within three years Hoffa became chairman of the central states drivers’ council. When the Michigan Conference of Teamsters was organized Hoffa was elected president, which led to him being appointed by Tobin to fill a vacancy in the office of international trustee. Hoffa’s rise through the ranks continued when he was elected president of Joint Council 43 of Detroit, like Beck, Hoffa is unrelenting and avoided liquor and tobacco, yet, he used foul language when speaking. In his extensive traveling on union business Hoffa was not concerned with political ideas or labor idealism, he attempted to bring about instantaneous improvements in the wages, hours, and working conditions of the teamsters. Hoffa has a vast and accurate knowledge of trucking operations; he was very familiar with the economics and he drove a hard bargain while adhering strictly to the contract provisions he negotiates. Hoffa brought stability in working conditions to trucking with questionable associates and shady business activities and connections. Hoffa's emergence from violent and ambiguous surroundings occurred with the development of maturity and the passage of time, this transformation reminds one of the evolutionary growths of other high leaders in the Teamsters Union. The vice president of the San Francisco IBT Michael â€Å"Bloody Mike† Casey, helped set up the general trucker’s local and earned his nickname in a violent and prolonged strike the in 1901. The nickname Casey had gotten became a term of affection, and when he died in 1937 he was a solid and respected citizen among leaders of the civic and industrial life of San Francisco. When Hoffa was elected to vice president of the IBT in 1952, Tobin said to the convention, â€Å"He is the biggest small man in Detroit. When you go to Detroit today you hear about Hoffa, but you do not hear a word about Henry Ford. As I said, he is a very big small man and he is one man we developed in our time. He is pretty nearly civilized now, but I knew him when he wasn't. † (Dobbs) The newly organized IBL was unable to defeat the barred organization in two NLRB representation elections at the port of New York, despite the strong support of the AFL. Resulting in employers on the water front being forced to come to terms with the independent ILA, this meant that teamsters continued their close contact with members of the ILA while performing the work of moving waterfront freight. Moreover, some ILA leaders had friends among teamster officials both Hoffa and John J. O'Rourke (president of Local 282) had close ties with the ILA. Hoffa's main objective was to develop the influence and membership of the teamsters by undertaking bold organizing activities in the southern states for this purpose and felt that the assistance of the ILA was both necessary and valuable in his project. Realistic considerations swayed Beck and slowly weakened his original resolution and adamancies with feelings of antipathy and distrust between Meany and Beck influencing the situation. Evidence of the discord between the two men came to the surface when Meany resisted Beck's election to the executive council of the AFL, when he fought hard to frustrate the teamster machinations to absorb the expelled ILA, when he successfully maneuvered to overcome teamster resistance to merger of the AFL and CIO, and when he forced the IBT to accept limited representation in the industrial union department. At one point, Beck publicly announced that he would never be a candidate for the presidency of the AFL and on other occasions he stated that he stanchly supported Meany for the office. Ensuing to the rejection by the AFL of efforts by the IBT to absorb the ILA, Hoffa undertook to negotiate an agreement to put the ILA under the domination of the teamsters; he envisioned a possible merger of the two unions. Aside from the fact that the longshoremen's union had 60,000 members who might be absorbed, there were mutual benefits to be derived from an agreement, teamsters and longshoremen work closely in port areas. With cargo freight being loaded and unloaded by longshoremen in trucks manned by teamsters, the IBT was strong in the Great Lakes ports, where the ILA is weak, while the ILA is in a position to help the IBT organize the South. With several preliminary discussions in 1955 the delegates to the ILA convention approved a working alliance with the teamsters, the last draft of the pact was left to a special subcommittee with the evident that upon its conclusion it would be subject to a membership referendum. As negotiations continued there seemed to be some loss of interest in the project on the part of longshoremen, the mutual assistance pact was between the independent longshoremen's union and three conferences of the IBT (central states, eastern, and southern). This gave a joint organization of work by the two unions, the cost to be apportioned by agreement; uniform labor contract expiration dates; and continued independent status of the ILA, except if both unions mutually agreed to a change. In the beginning the president of the ILA William V. Bradley, expected Beck to give his approval to the alliance and that members of both unions would be asked to ratify it. However Beck kept his distance from that debate, he stated that the document did not need his endorsement since it involved the regional conferences and did not conflict with the international constitution. With the new pact being placed in effect and the subdivisions of the international union were free to make loans to the ILA. With the expansion of the industry the IBT has grown, with that the union does not ordinarily invade jurisdictions of other trade unions. They have gained membership from employees of warehouses, canneries, and food processing plants, the success of the Teamsters Union has given it so much occupational and industrial diversification that it took on the form of a general labor union. If the teamsters were to decide to move in the direction of converting their union into a general catchall organization, the labor movement in the United States may be headed into a new structural phase comparable to the emergence of industrial unions in the 1930's as the equals of the craft unions. Although elected officials retain office for long periods on a national and local basis, there is insurmountable evidence of democracy operating within the union in the historical inability of the IBT leadership to dominate the convention completely. However, the membership continues to reelect officers who have brought about great improvements in conditions of employment and raised wages in the industry from a relatively low level to a high one. The union has succeeded in confidently establishing itself as a powerful organization, with vigorous actions and unruly behavior. Racketeering within the IBT was limited to locals and local leaders until 1957 and the national officers seemed eager to eliminate these instances. Viewpoints of the International Brotherhood of Teamsters and its leading officials followed in the tradition of Samuel Gompers and the other founders of the American Federation of Labor. Economics were the focus of the union, while attempting to stay out of the political arena, with the improvement of wages, hours, and working conditions being of the biggest concern. Some of the IBT leaders and locals were more politically cognizant, for example Harold J. Gibbons (St. Louis Local 688) and Robert I. Wishart (Minneapolis Local 1145), these were exceptions. The union is constantly on the alert for ways of bettering the economic position of its members: operating on the principle that the end justifies the means and that in order to improve the economic status of teamster’s pressure devices of all sorts may be used and assistance accepted from all persons who can help. Hoffa has said: â€Å"What we want we try to get. What we have we keep. † (Dobbs) The implication in this thought process where as vigorous organizational tactics must be pursued, hot cargo clauses in contracts and aggressive picketing leads to a strong union. Rejections from the union insist on restraint from utilizing any outside sources, whether by courts or Congressional committees. Investigations are considered interference with the rights of leaders to conduct union affairs. The IBT has strength with truck drivers, comprising about a third of its membership, hold jobs with tactical importance that enables the union to exert vast pressure on almost all industries. The usual driver is young, tough, individualistic, and stable, where they usually rise through the ranks in the trucking industry and are well prepared for challenges from their drivers. Under such conditions, substantial contact between management and workers during stressful times between them was not surprising and did not cause undue anxiety. People within the industry were not shocked by these issues and the upper ranks of teamster leadership adopted a policy that was forcefully supported by Hoffa that men may continue to work on behalf of the union regardless of any charges or indictments against as long as they have not been convicted of a major crime in the courts. The stance on this issue is based on the concept that leaders who are useful to the IBT should not be abandoned until they have had their day in court and there has never been any doubt in the minds of the heads of the organization that a successful labor leader must be prepared to move from an office to a picket line or to jail in the interests of his union. It is an unwritten rule within the unions that dedication to union service should be thorough and that it is how one reaches the highest achievement, no efforts are spared. In recent years, the leaders of the IBT have recognized greatly that they must be prepared to speak to university students or public organizations, in addition to their own membership, when the occasion warrants. Yet modesty has not been a trait of leadership in the Teamsters Union, the heads of the organization have used their power to reach for more power. With a poor reputation and tough behavior of the Teamsters Union there were various misgivings amongst the general public and in the ranks of organized labor. Heads of other trade unions have been apprehensive that teamster methods will bring stricter governmental laws and regulation of labor but they have also feared the jurisdictional incursions of the IBT and the increasing power wielded by its officers. Labor leaders recognize that the men running the Teamsters Union, on the whole, have been working for the benefit of members of the organization although many question the personal ethics and conduct of teamster officials and feel that not much consideration is given to the needs and interests of the remainder of the labor movement. History is full with evidence of the dependence of many sectors of labor unionism on the success of the teamsters in organizing or striking an employer. Unions therefore must deal carefully with the IBT since their main purposes may become more difficult or even impossible to achieve by disassociating or expelling the Teamsters Union from any community of labor. Whether the IBT can eradicate undesirable practices in which it is engaged and the distasteful business dealings, by which it is marked will be determined with the progress of the Teamsters in the future. The problem is extremely difficult because the membership is dominated by exhaustion and fear with its officers and due to the combined strength of the leaders is greater than that of the rank and file. The union needs some guidance from responsible leaders of the AFL-CIO and from some of those of its own officials who are impeccable. To remove any questions of corruption and racketeering within the Teamsters nationwide will require firm, legislative pressures by the federal government that will force the abandonment of dishonesty and criminal activities. Bibliography Brill, S. The Teamsters. Simon and Schuster. 1978. Dobbs, F. Teamster Power. Pathfinder Press. 1973. Friedman, A. and Schwarz, T. Power and Greed: Inside the Teamsters Empire of Corruption. Danbury, CT: Franklin Watts. 1989. Jablonski, D. The ‘Culture of Corruption’ Will Be Just Fine, Thank You. AFL-CIO | American Federation of Labor – Congress of Industrial Organizations 2009. Retrieved from; http://www. aflcio. org/, on July 17, 2009 Teamsters Reaffirm Support of Anti-Corruption Effort. http://www. teamster. org/ Witwer. D. Corruption and Reform in the Teamsters Union. University of Illinois Press. 2008. Zeller, F. C. D. Devil's Pact: Inside the World of the Teamsters Union. Carol Publishing Group.

Case Study: BPI vs. de Coster Essay

FACTS:On Dec. 29, 1921, Gabriela Andrea de Coster y Roxas and her husband acting as her agent, made to the BPI a certain promissory note for P292,000,payable one year after date, with interest of 9 per cent per annum and payable monthly. In order to secure the payment thereof, Jean M.Poizat and J. M. Poizat and Co. executed a chattel mortgage in favor of the plaintiff on the steamers Roger Poizat and Gabrielle Poizat including the machinery and materials belonging to the Poizat Vegetable Oil Mills. Gabriela Andreade Coster y Roxas and her husband acknowledged and delivered to the plaintiff a mortgage on certain real property lying and being situated in the City of Manila. The real property was subject to a prior mortgage in favor of La Orden de Dominicos or PP. Predicadores de la Provinciadel Santisimo Rosario, hence it is made a party defendant. The promissory is long past due which compel the plaintiff to file an action against the defendants. The lower court rendered judgment against the defendants GabrielaAndrea de Coster y Roxas, Jean M. Poizat and J. M. Poizat andCo. and made them liable,jointly and severally, for the payment of P292,000, with interest at the rate of 9 per cent per annum starting from the 31st of August, 1923. They are also order to pay P10,000 as attorney’s fees and P2,500 for the insurance upon the steamer Gabrielle Poizat , with interest on that amount starting from February 9, 1924, at the rate of 9 per cent per annum, and costs. Then the plaintiff files a petition to the court for a writ of execution. On May 3, 1924, the plaintiff files a motion to declare the defendants in default due to their failure to appear or answer. The court rendered decision in favor of the plaintiffs. On Aug. 26, 1924, Gabriela Andrea de Coster y Roxas, claimed that she had been residing in Paris, France from 1908 until April 30, 1924 and that she only found out about the case from the newspapers. She further claims that she was never given any summons by the sheriff and that her husband exceeded his authority as her agent. She prayed that the judgment to be annulled and set aside. She also prayed that the case be reopened and she be permitted to file an answer so that the case can be tried according to its merits. ISSUES: †¢ Whether or not proper summons were served. †¢ Whether or not Jean M. Poizat, husband of the defendant exceeded his authority as an agent of his wife. †¢ Whether or not the case should be remanded to the lower court. HELD:With regards to the first issue, the Court held that the summons has not been properly served. In the ordinary course of things when the wife is absent from the residence of husband by reason of pleasure or business, the residence of the wife would continue and remain to be that of the husband. In the instant case, the circumstances warrant otherwise. For fifteen years the residence of the husband was in the City of Manila, and the residence of the wife was in the City of Paris prior to the filing of the complaint and issuance of summons.. There have been no personal service of summon on the defendant as required by the Rules of Court because the publication requirement for serving of summons to persons made party to a case who are residing abroad has not been satisfied. With regards to the second issue, the Court held that Jean M. Poizat has exceeded his authority as the agent of his wife. It will be noted that there is no provision in power of attorney granted to the husband of the defendant which authorizes or empowers him to sign anything or to do anything which would make his wife liable as a surety for a pre-existing debt. It is fundamental rule of construction that in an instrument where powers and duties are specified and defined, all of such powers and duties are limited and confined to those expressly mentioned therein and all other powers and duties are excluded. It is very apparent from the face of the instrument that the purpose of the power of attorney was to empower and authorize the husband to look after and protect the interests of his wife. But nowhere does it provide or authorize him to make her liable as a surety for the payment of the pre-existing debt of a third person. Hence, it follows that the husband was not authorized or empowered to sign the note in question for and on behalf of his wife. Therefore, the note is void for want of power of the husband to execute it. The same thing is true as to the real mortgage to the bank.It was given to secure the note in question and was not given for any other purpose. The real property described in the mortgage was the property of the wife. The note being void as far the wife is concern, it follows that the real mortgage to the bank is also void for want of power to execute it. On the last issue, the Court held that the case should be remanded to the lower court to give the wife opportunity to file an answer to plaintiff’s cause of action so that the case can be tried according to its merits.

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.

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