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.

Sudan's Political Development Essay Example | Topics and Well Written Essays - 1250 words

Sudan's Political Development - Essay Example As an outcome of the civil wars of many years, Sudan split into two separate countries north and south as a peaceful process. The people of Sudan did not only undergo the drastic impacts of the wars but the social and economic development of the country also collapsed. Moreover, the history of Sudan exposes the fact that Sudan has come under experience more years of violence than that of peace, harmony and tranquility (Levy & Latif, pp. 7-30). Throughout the epoch of the pre-colonial times, Sudan did not socially, politically, economically and politically came under amalgamation into a spatial system. In addition, independent kingdoms and sultanates have been the key features that had their own distinct territorial or colonial boundaries. Few of the socio-political and economic bodies that incorporate Funj Kingdom and Darfur Sultanate have been very substantial and crucial for Sudan in fabricating their spatial system as a strong economic, social, and political constitute. Moreover, the kingdom practiced the Islamic and Arabic culture and civilizations for which they have had been prominent in the history of Sudan. ... ntry has come under division between two heritages: The Arab heritage that covered the northern portion of Sudan and the African heritage that refers to the southern region. Sudan is a country with a very diverse population due to its two different legacies where the natives belong to different ethnic, linguistic, cultural, religious, and social background. This diversity amongst the people emerged in to economic disparity and disproportion that formed the matter of subject into economic instabilities and gave rise to the variations in the political history of the country (Suleiman, pp. 255-260). The records of the past of Sudan provide with the evidence that two colonial administrations that is Egypt and Britain has jointly governed and ruled over Sudan. The colonial supervision that was mutually ruled came under the verdict as condominium government. The racial or cultural issues that came under disputes in all the British African colonies during the colonial period, postcolonial p eriod until the twenty first century came under the direct influence by the system of British government. The Egyptians rule over Sudan was a part of the cooperative and combined authority that came under condominium. According to the records, even though Egypt was pleased with the Britain’s contribution in the re-conquest of Sudan, yet the harmony became unsuccessful in elucidating the relationship between the two powers in Sudan (Bell, pp. 10-20). The correlation and affiliation with Egypt is another significant aspect that played a crucial role in shaping and the progression of Sudan. The invasion of Sudan by the Egyptian army in the early years of the nineteenth century initiated the relationship between the two countries. However, the augmented control of Egypt over Sudan for more

Branding Assignment Example | Topics and Well Written Essays - 2000 words

Branding - Assignment Example The companies look at branding to create certain amount of awareness and reputation related to the product and the organization and places the firm at a better place in the market. The real value of brand comes from its ability to add values and delivering profit to the organization by creating loyalty among the customers. Branding is not only used in terms of marketing but also from the financial perspective. Getting the value recognition and image for the customers helps the organization to gain financial impact (Schatte, 2010; Clifton, 2010; Blackett and Boad, 1999; Franzen and Moriarty, 2008). This report focuses on the company Cinnabon Inc., that started its first operation in the year 1985 in the Sea Tac Mall. The company was specially known for its â€Å"world's best cinnamon roll†, which was prepared after the team found the best flavoured cinnamon in Indonesia and mastered the recipe (Cinnabon, Inc., 2012a). This company has grown into a world famous brand with its un matched craving appeal among the customers for their baked goods and various types of beverages. This report aims to design a branding strategy for Cinnabon Inc. Current branding strategy of Cinnabon Inc. Few decades ago Cinnabon Inc. ... bon to the distribution channel along with the varied range of products and at the same time making sure that the expanding brand of Cinnabon continuous to operate as an integrated and seamless whole (Fehrenbach, 2013; BusinessWire, 2013). Multi-Channel Operations Cinnabon Inc, does not operates as a one-dimensional brand that plays in just one segment or channel. They are into a multichannel business leading the brand across different channels and ensuring that every channel integrates with each other so that it can accelerate the brand image. Thus, the multichannel brand management successfully is the major challenge for the organization. The organization is currently operating in about 48 countries with over 900 franchises and is approaching towards the annual sales of about $1 billion (Fehrenbach, 2013; Goudreau, 2012). In recent years the organization has experienced a magnificent growth by creating and marketing new products that can looked through two new conduits such as lice nsed product that are sold by other outlets like fast-food restaurants and consumer packaged goods that are sold in grocery stores. Immediate consumption food services has been operating as the main channel through the franchise bakeries, which is the most common company’s face to the consumers; but now the company has planned to move towards few more newer channels like grocery retail and food service licensing (Thorn, 2013). Therefore, the main aim of Cinnabon Inc. at present to manage these multichannel operations such they mingle among themselves well and enhance the brand image of the organization. Protection of Brand Image Using multiple channels to make the products available to the consumer opens door to other challenges too like protecting the brand. According to Cole there are

MAKING HEALTH CARE SAFE Article Example | Topics and Well Written Essays - 500 words

MAKING HEALTH CARE SAFE - Article Example Using of computers and other communication devices like tablets is gaining popularity in recording vital information on diagnosis, prescription and general recovery progress of the patient. This is equally important in helping healthcare officer to communicate and exchange ideas on the most appropriate ways to minimize mistakes on patient care. Use of modern technology in observing the various changes in patient condition like pulse rate, blood pressure among others have helped reduce cases of misdiagnosis and improve the speed, timeliness and accuracy of patient charting. In the next 10 years there is a brighter future in health system safety and technology as far as patient care and elimination of errors are concerned. Nursing practice is likely to shift much dependence on informatics as an integral part of the quality healthcare improvement policy. This means that as a nurse, one will have to emphasize on the recording and analysis of data concerning the health history of the patient for sound decision making when it comes to critical situations. Communication techniques is likely to take Centre stage in the future nursing practice as this is critical in reducing widespread cases of mistakes that have cost patients their lives in the hands of healthcare providers. There is an increasing training of nurses on how to collect data and record electronically for use in analysis the progress of the patient towards recovery so that interventionary decisions may be done with accuracy and precision. Reliance on data and information will improve co-ordinatio n of various healthcare provision activities which sets stage for an increased technology based nursing practices. The assertion of Gibson and Singh concerning the improved application of informatics in the current healthcare provision holds. The cases of mistakes when caring for the patients

Otis-Lennon School Ability Test Essay Example | Topics and Well Written Essays - 750 words - 33

Otis-Lennon School Ability Test - Essay Example This paper illustrates that Roger has always managed to achieve an above average grade in Physical Education and Shop and even achieved a C grade in both subjects when he failed all other subjects in the first year of the 8th grade. In his second year of 8th grade, Roger achieved a B in both subjects which are quite an achievement considering he only barely passed all other subjects. Roger has demonstrated a progressive improvement in his Otis-Lennon School Ability Test (OLSAT) going from below average to average by the 9th grade. The OSLAT is very important for teachers because it informs of each student’s potential. On the Stanford Achievement Test (SAT), a test used to measure academic achievement and to predict the student’s performance in college, Roger scored an 8.3 in his last two sittings which demonstrates an improvement over the previous year where he scored a 7.5. What can be discerned from these achievements is that Roger has an innate ability to improve as he was able to successfully repeat the 8th grade and was able to improve on his SAT scores with each retake in successive years. His interests in sports and mechanical aptitude are reflected in his consistency in better than average achievement in physical education and shop in school and the fact that he achieved his highest score in Mechanical on the Differential Aptitude Test. In planning his sophomore program Roger is advised to focus on those subjects that he has a greater chance of succeeding in and using in the future. For example, Roger has always done well in physical education and shop. He might want to focus on those areas in his sophomore year as he appears to do well in those subjects. He is interested in sport and appears to have a natural ability in the shop. Since he demonstrates a greater ability in Mechanical and has an opportunity to pursue a career in mechanics having inherited his grandfather’s tools, Roger might want to take every opportunity available t o him to pursue this subject in his sophomore year as well.

Nursing Ethics and Leadership Assignment Essay Example | Topics and Well Written Essays - 500 words

Nursing Ethics and Leadership Assignment - Essay Example They also carry embody the vision, mission and values of the unit and share with their staff. In line with the budget, we are also charged with managing human resource, ensuring patient and staff satisfaction, maintaining a safe environment for staff, patients and visitors, ensuring standards and quality of care are also maintained. Nurse Managers are also responsible for hiring, training and developing employees. That must however be done through a very economical way. It is common knowledge that all facilities are faced with the problem of scarce resources which must meet all the patients need. Nurses are supposed to be empathetic and work according to the Science of Safety principles of safety design. Therefore, as a nurse manager, it is my responsibility to ensure that every patient’s individual needs are met in an empathetic but professional way. For example, a patient may require a special room. This will be done as per the institution values and protocols. Another protocol is involving the patient and family centered care. As such, as a nurse manager, I am tasked with ensuring that their customers get thee best care possible. By having a supportive and very caring environment where the patients are allowed interactions with their patients, this can be a reality (Studer, 2003). They are also tasked with ensuring quality food, translation or sign language services for their customers. Therefore, our operational costs must be all inclusive. It is important to note that as a nurse manager, I am supposed to subscribe to the Joint Commission for Medicare & Medicaid Services. The local government too has a stake in the quality of care delivered by the facilities to the general. It is therefore by default that a nurse manager draw a budget that is compliant with all these protocols lay down. The nursing codes in western countries specify that a nurse’s primary responsibility is to the patient and not the doctors or employees. One of