How to Ride a Skateboard

Michael Monroe Mrs. Trear Sophomore English 6 December 2012 How to Ride a Skateboard The way toward riding a skateboard is significant in light of the fact that there are steps to follow that protect that the two students and genius skateboarders keep away from injury. Riding a skateboard can be both fun and risky; skateboarders can experience the ill effects of genuine injury. The initial phase in this procedure is obviously to snatch a skateboard or buy one. Try not to purchase a skateboard from Wal-Mart; Wal-Mart skateboards are inexpensively made. Suggested brands are Element, Birdhouse, Rob Drydek sheets, etc.Also a decent spot to purchase skateboards is a neighborhood bicycle shop or the store called Zumiez. Second locate a reasonable spot to ride your board, for example, a cleared road or a nearby skate park. Third check climate conditions before riding; radiant climate is the best. Beginning by placing one foot in the board, at that point utilize one foot and move forward. At that point put the two feet on the board similarly separated. Parity by concentrating body weight to the center of the board. Close to turn the board shelter the† right† or† left,† however don't lean too far.Skateboards are not furnished with brakes so as to break, utilize one foot and scratch shoe over the ground. At that point when halted utilize one foot, kick the front of the barricade to seize an it when wrapped up. In the wake of figuring out how to ride a skateboard, one would then be able to figure out how to do stunts, for example, the Ollie, the kick flip, and the exchange flip. An Ollie is the fundamental stunt that one must learn so as to play out some other stunt. To play out an Ollie, put one foot near the front of the slantingly and the other foot on the rear of the board diagonally.Then kick the rear of the board down while sliding front foot up the front of the board and utilizing one leg to push out when landing.. The barricade will bounce noticeable all around. The board must arrive on every one of the four wheels for the secret to be effective. These means are essential to evade genuine injury. Skateboarding can be both fun and hazardous. First purchase a skateboard. At that point locate an appropriate spot to ride. Next ensure that the climate conditions are ideal. At that point put one foot in the board.Use one foot and move forward, to go shelter the privilege or left. To stoppage or stop, utilize one foot and scratch shoe over the ground. Skateboarding is an outrageous game that takes balance and physical quality. To play out an Ollie, put one foot near the front of the board askew and the other foot on the rear of the board corner to corner. Kick the block noticeable all around while sliding front foot up the front of the board, utilizing one leg push out when not yet decided. The board must arrive on each of the four wheels for the secret to be fruitful.

“Trash” by Andy Mulligan Essay

Rodent, is a little yet sharp kid who truly does satisfy his name. He is quick yet slippery, messy yet enchanting and is neighborly. Rodent is continually getting things from the mission school as he seems, by all accounts, to be sweet and pointless. He sets aside the cash that he is giving along these lines, shockingly is one of the wealth individuals on the landfill. Statements about/by Rat: â€Å"Rat is a kid three or four years more youthful than me. His genuine name is Jun-Jun. No one considers him that, however, in light of the fact that he lived with the rodents and has come to seem as though one. He was the main child in Behala that I was aware of who had no family at all†¦Ã¢â‚¬  P.19 â€Å"The kid was sitting up, just in his shorts, looking at me with scared eyes and his large broken teeth standing out of his mouth.† P.22 â€Å"I am the best listener, the best jumper, the best sprinter they think I boast, yet they know it’s true!† P.159 â€Å"Rat saw a once we needed to plunge back in among them†¦ It was the hurt thing he ever did.† P.163 Trash (2010), a novel by Andy Mulligan, closes with the heroes Raphael, Gardo and Rat beginning their new coexistence. Over the span of the novel, they confronted numerous difficulties and their fellowships develops. Each character has characteristics which helped construct this kinship. Ra phael shows the characteristics of cordiality, generosity, mindful and caring. Gardo shows the characteristics of compassion, intelligence and initiative. Rodent shows the characteristics of trustfulness, subtlety and astute. The boy’s companionship holds the way in to their endurance, helping them to leave the dumpsite and locate a superior life. Raphael’s key characteristics are benevolence, caring and smart. Raphael shows the nature of inviting in the scene where he tune in to Rat when no one comprehends what he is doing. A statement which gives proof of this quality is â€Å"and I’d tune in to his babble singing† (Mulligan,2011, p.23). Another significant quality that Raphael shows is caring. He exhibits this quality in the scene where he needs to give Rat some nourishment for him to eat. A statement which gives proof of this quality is â€Å"I figured, I ought to have presented to him a touch of food† (Mulligan, 2011, pg.22). At long last, Raphael’s nature of shrewd is appeared in the scene where he attempting to make sense of the code for the words. A statement which gives proof of this quality is â€Å" go to the guide ref where we lay search for the most splendid my child.† (Mulligan, 2011 , pg.152). These characteristics help Raphael to conquer his hardships andâ be an old bu ddy to Gardo and Raphael†¦.

How to Properly Evaluate a Web Hosting Provider

How to Properly Evaluate a Web Hosting Provider Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!How to Properly Evaluate a Web Hosting ProviderUpdated On 24/01/2018Author : Pradeep KumarTopic : Web HostingShort URL : https://hbb.me/2Dw8zLp CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogWeb hosting is the backbone of your website, so evaluating a web host is serious business. You want to make sure that the host you choose is going to give top-notch performance and value. But do you know how to properly evaluate a web hosting provider? It’s important to know how to evaluate one properly to make sure you are getting the level of service you deserve. Otherwise, you may be taken in by false claims and advertising designed to push you to buy before you have a chance to think.The best way to figure out which web hosting provider is the best for you is to make a list of the web hosting providers you’re interested in, then use a combination of web hosting reviews websites and the w eb hosting provider websites to answer the following questions, restructuring your list as you go to show the best web hosting provider at the top. By the time you finish, you will have the best web hosting provider at the top, along with second and third choices just in case.BackgroundThe first thing you’ll want to check out is the company’s background. You’ll want a company in business a long time and is doing well. If you choose a company about to fail, you may end up having to move your site early and losing the money you spent on hosting. Some questions to ask are:How long have they been in business?Are they profitable and financially stable now?Is it a privately held company?If they belong to another company, what is that company’s background?How many clients do they have?How have they grown in recent years?Are they a green company? (do they use renewable energy sources?)PricingOnce you have a list of companies with a strong background, it’s time to start checking ou t their pricing. This can be a little tricky as not all companies tell you the cost upfront, nor do they mention issues like that you need to buy a year’s worth of hosting to get that ultra low monthly rate.Start by figuring out the bottom line. What is the monthly rate? Make a list from lowest to highest. Now let’s try checking out with some of the lowest priced providers and see what the upfront cost is to get that low monthly rate. Don’t actually purchase anything, but do load your cart so you know the exact amount of money needed to start hosting. Many hosts don’t mention that there are often startup fees or requirements that you buy X amount of months to get their monthly prices.Make a note of how many months you have to purchase with each provider, and what the total upfront cost is to get started.To get the best deal, you want the monthly rate AND the billing cycle to be as small as possible. Try restructuring the list to show the providers with the lowest monthly pri ces and smallest billing cycles first.FeaturesNow you should be ready to evaluate the web host providers’ features. You will want to make sure you’re getting the biggest bang for your buck so you won’t have to upgrade for a while. Some hosts offer a low monthly rate and smaller billing cycles, but may purposely structure the plan’s features so that you have to upgrade as early as possible. Questions to ask and make a note of are:How much storage space does the plan offer?How much bandwidth?How many email accounts, databases and FTP accounts do they allow you to have?Do they allow scripting and other technical features like PHP, ASP, Python, SSH, FrontPage Extensions, SSI, Ruby on Rails, custom htaccess files, and cron jobs?Do they include any e-commerce related features like online shop applications, SSL certificates for secure transmission of credit card data, etc.?What site building features are included? Do they make it easy to install content management platforms like Wo rdPress, Drupal, Joomla, etc.? Do they have a WYSIWYG site builder?Do they include any free advertising credit like Bing and Adwords coupons?READHosting Raja Review - Looking For A Pre-eminent Hosting?Now make sure your list shows the lowest priced host with the most features at the top, and go down from there.Reliability and PerformanceOf course, none of this will do any good if your web host is unreliable and performs poorly. This may result in website downtime, slow loading, and errors. So you will want to figure out which web host provider is the most reliable and gives the best performance. Here are the questions to ask:Internet: What type of internet connection does the web hosting provider have? Do they use multiple ISPs? Multiple ISPs help reduce the chance of downtime due to ISP issues. Do they use multiple fiber optic cables in case someone accidentally cuts one while digging? Do they use 24/7 network security teams and scanning software? This helps ensure the logical data remains safe on the server.Data Center: Is the data center owned by the web hosting provider? Does the data center have 24/7 physical security, video monitoring, and biometric entrance control? Does it have power generators to make sure the servers keep running in the case of a power outage? Does it have a fire suppression system?Architecture: Does the web host use pooled-server architecture? Do they have any special software setups for the greatest load tasks, like server-pools that only process email?Hardware: Do they use updated servers with multiple processors? Do they use RAID arrayed hard disks for hardware redundancy? This is important to protect from data loss due to a hard drive going bad. Do they use load balancers? This helps ensure extra traffic doesn’t take an entire server down.Remove any web hosting providers from your list that don’t make the cut here. You can’t afford to lose out on uptime or, even worse, lose data due to an unreliable web host.Customer Servi ceCustomer service will be the first point of contact you make for any questions, issues, or assistance. You will want to make sure that customer service is accessible, friendly, knowledgeable, and quick to resolve any problems that will arise. Ask the following questions about each web hosting provider:Does the web hosting provider offer 24/7 support?Is there telephone support and is it toll-free?How long does it take to reach a live person when you call?Does the provider offer any guarantees on how quickly you can reach a live person through support?Does the provider offer a broad and well-documented knowledge-base?Is support friendly and helpful when you talk to them?Also, remove any web hosts from your list that don’t make the cut here, as well. Customer service needs to be top-notch since they are your point of contact. No one wants to get stuck with a nonfunctioning website they can’t even contact support about or rely on support to fix the issue in a friendly manner.Guara nteesGuarantees are definitely something you want to see out of a web hosting provider. You want to know their level of service objective and that they are committed to reaching that level of service or they will refund part of your money back. This is what you want to see out of each web hosting provider:Uptime guaranteesMoney-back guaranteesSupport guaranteesKnow that anything that isn’t backed by a guarantee from your web hosting provider may change in the future even if it checks out okay now. Web hosts that don’t guarantee anything at all should be removed from your list.In Conclusion…By now you should have a list with at least one or two reliable web hosting providers at the top that meet all your criteria and have the lowest possible rates of web hosting. Congrats on having successfully evaluated these web hosting providers! Your choice of web hosting provider should be clear now. Good luck!

While at first blush the protection of cultural diversity...

While at first blush the protection of cultural diversity seems like a worthy cause to support for many of us, there are much deeper implications than the prima facie faà §ade multiculturalism suggests. Instead, there is a â€Å"deep and growing tension† (Okin,1999; p10) between the ideals of feminism and those concerned with the protection of cultural rights. This tension is exacerbated when the protection of those rights safeguards the continuation of practices such as female genital cutting (FGC) in the name of ‘culture’ and ‘tradition.’ Every culture is dynamic, complex, and rich in its own ways. However when cultures come together and interact there are inevitably tensions and one such tension is centred on gender and gender norms. In this†¦show more content†¦For this reason I will again turn to Okin (1999) to describe a claim made in the name of cultural rights and â€Å"in the context of basically liberal democracies† (p10) th at â€Å"minority cultures or ways of life are not sufficiently protected by the practice of ensuring the individual rights of their members, and as a consequence these should also be protected through special group rights or privileges† (p11). This claim is at the forefront of many contemporary discussions around cultural group rights and even more specifically the claim that groups, â€Å"even the illiberal ones that violate their individual members’ rights, requiring them to conform to group beliefs or norms- have the right to be â€Å"left alone† in a liberal society† (Okin, 1999; p11). The latter is the claim I will be arguing against using the case study of FGC as an example of why torture is not culture and therefore should not be â€Å"left alone.† In the spirit of clarifying terminology I would also like to defend my use of the term ‘female genital cutting’ (FGC). While the World Health Organization (2013) uses the commensurable term ‘female genital mutilation’ (FGM), I feel that the use of the word ‘mutilation’ carries a strong negative connotation and is needlessly inflammatory, instantly slanting perceptions towards a negative viewpoint. While the term ‘cutting’ isn’t free from these undesirable undertones, it is more of a technical term to describe the actual procedures that take place. While it could be

The Progressive Era Of The Gilded Age - 1455 Words

Throughout the progressive era there were many reform movements due to the abundance of political, social, and economical corruption in America in the gilded age as seen by political machines like William Marcy tweed and American financiers like J.P. Morgan. Some of the many issues that made themselves present in the gilded age include the large wealth gap, child labor, women’s lack of rights, influx of immigrants, Urbanization, Indian wars, monopolists, political machines, and alcoholism. All of these issues were brought to attention by Muckrakers like Jacob Riis, the photographer of How the Other Half Lives, and Upton Sinclair, the author of The Jungle. Once these issues were raised, Much to the monopolists dismay, America knew they had†¦show more content†¦These conflicts were started because of the white man’s need to expand his land in order to have more power, land the Native Americans lived on, and when they refused to move a war was started following th e trail of tears and reservation systems. This image demonstrates the large changes implemented by progressive reformers like Richard Henry Pratt as seen by the drastic difference in the appearance of the little boy. Muckrakers like Ida Tarbell and Jacob Riis push for a change through progressive reforms as seen by their published works that brought awareness to the many issues that plagued the Gilded age. Tarbell wrote History of the standard oil company which called attention to the monopolist, John D. Rockefeller and his oil company, and the corruption within this establishment. By writing things like â€Å"There is no independent refiner or jobber who tries to ship oil freight that does not meet incessant discouragement and discrimination.†(Document 3) sheds some light on Rockefellers character and business tactics. By exposing J.D. Rockefeller to the public the common man can now see what was invisible before therefore sparking the flame of change, creating the desire fo r change in these aspects of life. This is the first step to actually making change happen throughout the progressive era. During the progressive era there was a dramatic change in Democracy in order toShow MoreRelatedThe Gilded Age And The Progressive Era3319 Words   |  14 PagesThe Gilded Age and the Progressive Era were times of great change for women in the United States, and women entered into a new standard of living. As times progressed and new advances were made in both society and technology, people had to learn how to adapt to those changes while still being an asset and following societal rules. The purpose of this paper is to acknowledge the reformations and changes brought to people and society by women during the Gilded Age and the Progressive Era. RegardlessRead MoreThe Progressive Era Of The Gilded Age1465 Words   |  6 Pagescomes consequences. Industrialization of the United States had indirectly tarnished the Gilded Age, and now that this era was coming to an end, reformers were left to clean up the mess. Hence, the Progressive era was born. The Progressive movement was based in the urban middle class and focused on the improvement of society, the economy, and politics. Yet, the movement was not unified. Each reform group of the era had a separate goal that they would focus on. Each president also had a separate visionRead MoreThe Gilded Age : The Challenges Of The Progressive Era1344 Words   |  6 PagesThe Gilded Age was associated with many difficulties - unprecedented fortunes and poverty, urban squalor, unhygienic food production, and other issues – that many Americans were left to deal with. In the early 1900s, â€Å"widespread dissatisfaction with new trends in American society spurred the Progressive Era, named for the various ‘progressive’ movements that attracted various constituencies around various reforms† (Andrew et al. 1). This new era was the age in which people tried to solve problemsRead M oreAnalysis Of The Gilded Age And Progressive Era1108 Words   |  5 PagesAnalysis of the Gilded Age and Progressive Era Throughout the history of time, people named certain time periods based on the events that occurred. People considered the time from the 1890s to 1916 as a shift of the Gilded Age and the Progressive Era when many things changed dramatically. The â€Å"Gilded Age† was the time of innovation, invention, and rapid growth, but the presence of monopolies sprouted everywhere in American’s economy and led to social inequalities. Then the Progressive Era responded toRead MoreThe Gilded Age : An Era Of Extreme Corruption1169 Words   |  5 PagesAmerica enters the Gilded Age from 1877 till about the 1890’s. Then the next era would be the Progressive Era beginning from where the Gilded Age left off till around 1920. Though these eras are accepted in the historical community, some historians argue that it is useless to label these two as separate eras in American history. One historian is Rebecca Edwards in her article Politics, Social Movement, and the Periodization of U .S. History. She argues that the Gilded Age and the Progressive should be knownRead MoreThe Gilded Age : A Powerhouse Rose From The Ashes Of The Civil War871 Words   |  4 PagesProgressives in the Gilded Age The Gilded Age: A powerhouse rose from the ashes of the Civil War. From the Civil War until about 1896, the Gilded Age was born. The United States was going through an era of governmental, fiscal and societal restructuring. Gilded Age got its name because Mark Twain seen as a period where everything seemed to be well on the surface but beneath was a scheme of political dishonesty and self-indulgence. Around this time, the affluent upper class was created due to theRead MoreWomen During The Civil War997 Words   |  4 Pagestraditional viewpoints of society of the time. The status of women was shifting rapidly in the Progressive Era. However, middle-class white married women still did not work outside the home. They were expected to stay home and tend to their families. Minority women, on the other hand, had to balance home life and their jobs outside of the home. An extensive advance for a change called the First Reform Era, arose in the years before the Civil War. The new movement included the efforts of social activistsRead MoreThe Gilded Age Of The Nineteenth Century And The Succeeding Period887 Words   |  4 PagesTwo prominent eras of American History were the Gilded Age at the end of the nineteenth century and the succeeding period, the Progressive Era. The Gilded Age, also know as the Second Industrial Revolution, was a peak of high economic development with the rise of technological advancements in a free market environment, meaning that the economy was driven by self-interest instead of government authority. Besides its economic growth, the Gilded Age handle changes in social divisions. After the abolishmentRead MoreThe United States Treatment Of African Americans1291 Words   |  6 Pagesthis was much better than slavery, citizenship came with many troubles of its own. The years following the Civil War, known as the Gilded Age and the Progressive Era, would prove to be, aside from slavery, some of the hardest times for African Americans in all of U.S. history. The years immediately following the Civil War were known as the Gilded Age. During the Gilded Age, African Americans were had just been freed from slavery, given the right to vote, and had many more protections under the federalRead MoreThe Progressive Movement Of The American Progressive Era1259 Words   |  6 PagesWhen it comes to the American Progressive Era there is really no other movement like it. This was a movement that had not just one but many faces that ranged from people as big as Theodore Roosevelt and Woodrow Wilson to people like Jane Addams that accomplished so much. It was a movement so broad that it encompassed basically everyone and spoke not just to but for all those excluded from power. It also wasn’t just one big movement but a conglomeration of them varying from social, to economic, to

Managerial Accounting vs Financial Accounting Essay

Managerial and Financial Accounting ACCT/300: Principles of Accounting April 9, 2008 Managerial and Financial Accounting This paper will attempt to differentiate between managerial and financial accounting, the users of managerial and financial accounting and what type of business decisions would be made with the information. Managerial Accounting Managerial accounting provides accounting information to managers who are inside an organization and who directs and controls its operations, to help them make decisions to manage the business. For example, it provides information on the costs of an organization’s products and services, which managers can use products cost to guide the setting of selling prices, and use services cost†¦show more content†¦Financial and managerial accounting are both very important aspects of the business world. Most companies have some form of each type of accounting incorporated into their business operations. By following the appropriate standards for each, a company will be able to successfully keep track of their financial standing for internal as well as external purposes. Financial accounting involves the preparation of a businesss financial statements, mainly for External users outside the business. These reports are primarily used by owners, potential owners of a business, and by people who have loaned money to a company. They analyze this information in conjunction with general economic information, such as information about the industry in which the company operates. External users focus on broad information that reveals the overall performance of the company as a whole. In addition, financial accounting only reports information on financial transactions that have occurred in the past. Stockholders, suppliers, and banks also benefit from the financial reports that are generated. (Horngreen, Stratton, Sundem, p. 5) Managerial Accounting Managerial accounting provides information for internal users of accounting data. Internal users include employees, managers, and executives of the company. Internal accountants prepare budgets to express managements goals in financial terms by identifying, measuring,Show MoreRelatedThe Differences Between Financial And Managerial Accounting1320 Words   |  6 Pagesorganization may be a part of, accounting plays a vital role in everyday decision making. Without the field of accounting, companies and organizations would not be nearly as efficient, productive and successful as they are today. Accounting serves many purposes for an organization, whether it is financial or managerial. But, not all forms of accounting are the same. With that being said, to better understand the differences between financial and managerial accounting, it is important to first knowRead MoreDifference between Financial and Managerial Accounting 637 Words   |  3 PagesThe primary d ifference between financial and managerial accounting is that financial accounting is used for external members of the company; they do not control or run the businesses’ operations. An example of external members would be customers and shareholders of the business. On the other hand, managerial accounting is used for internal members in the company such as managers and officers. The internal members use managerial accounting to increase efficiency and effectiveness within their companyRead MoreSample Resume : Managerial Accounting1411 Words   |  6 Pages MASTERS IN PROFESSIONAL ACCOUNTANCY STUDENT NAME : Shilpa Thakran STUDENT ID : 17909848 UNIT NUMBER : 530 REPORT : MANAGERIAL ACCOUNTING TUTOR NAME : CHEOW WING WONG DUE DATE : September 12, 2014 TABLE OF CONTENT INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 1.0 PRODUCT COSTING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 1.1 JUST IN TIMERead MoreThe Changing Role of Managerial Accounting in a Dynamic Business Environment1723 Words   |  7 PagesCHAPTER 1 THE CHANGING ROLE OF MANAGERIAL ACCOUNTING IN A DYNAMIC BUSINESS ENVIRONMENT Learning Objectives 1. Define managerial accounting and describe its role in the management process. 2. Explain four fundamental management processes that help organizations attain their goals. 3. List and describe five objectives of managerial accounting activity. 4. Explain the major differences between managerial and financial accounting. 5. Explain where managerial accountants are located inRead MoreManagerial Accounting, Applied to Successful Project Accounting Practices1215 Words   |  5 Pages Managerial Accounting, Applied to Successful Project Management Accounting Practices 1.1 Introduction to Managerial Accounting in Project Work Environments This paper provides research and pertinent Managerial Accounting strategies that support the overall financial goals of project management professionals within the context of project management work environments. Many industries rely on project management as an important part of a successful business strategy. Project managers are underRead MoreActivity Based Costing and Absorption Costing969 Words   |  4 Pagessystems. By allocating the costs to the activity, accounting can more closely mirror the production ideologies that are in play in such systems. Differences in ABC vs. Absorption In the absorption method of costing the fixed overhead costs are divided equally with the number of units. However in activity based costing the overheads are allocated in the actual proportion of costs incurred by the product unit or cost drivers. Activity based accounting can more precisely allocate various costs moreRead MoreBus 630 Week 1 Discussion1014 Words   |  5 PagesBUS630 WEEK 1 Ashford University MANAGERIAL ACCOUNTING: This week students will: 1. Explain the primary ethical responsibilities of the management accountant. 2. Illustrate the key principles of managerial accounting including cost concepts. 3. Distinguish between the behavior of variable and fixed cost. 4. Explain the significance of cost behavior to decision making and control. 5. Determine the necessary sales in unit and dollars to break-even or attain desired profitRead MoreAccountants Are Considered Key Management Personnel791 Words   |  4 Pagesanalyze financial documents, balance the budget, audit agencies and work for agencies such as IRS and advice in initiation or continuation of different government programs to help people or businesses in need. Accountants are considered key management personnel (KMP). They often hold key managerial position such as CEO or CFO. Without a good managerial direction of the CEO or CFO, business might not reach its full capacity and might not go into the right direction. In light of many accounting scandalsRead MoreObjectives of an Accounting and Finance Manager1143 Words   |  5 PagesObjectives of an accounting and finance manager In a more and more competitive and dynamic market place and industry, economic agents have to continually devise and implement strategic courses of action that ensure their long term success and stability. In this equation, the role of the organizational managers suffers some notable changes, in the meaning that they are no longer simply expected to carry out executive decisions and continually seek profitability, but as they become more responsibleRead MoreManagement Practices Traditional vs Modern Innovative997 Words   |  4 PagesManagement Practices Traditional vs Modern Innovative In last many years, few management accounting innovations has been developed. Managers have to make decision on a daily basis as well make decisions regarding the future and how to survive and grow in an energetic market place with ever growing uncertain circumstances. Traditional or modern management accounting system give relevant information to all levels of management, financial and other information to make decisions about planning, control

Ethical Leadership free essay sample

This paper is an exploratory study on Ethical Leadership in the present Business environment which starts with the introduction to leadership and ethical leadership concept and explains about the components of ethical leadership which consists of purpose, knowledge, authority and trust. Also outlined about the modes of ethical leadership which comprises of inspiration, facilitation, persuasion, manipulation and coercion and followed by the best of the best Ethical Leaders identified in 2007. It also mentions about the worlds popular Ethical Companies of 2009. Finally, there are few guidelines mentioned for practicing the Ethical Leadership in todays world. INTRODUCTION Leadership has been described as the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. Leadership remains one of the most relevant aspects of the organizational context. A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. Leaders are recognized by their capacity or caring for others, clear communication, and a commitment to persist. Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience. Generally, Ethics means Standards of conduct that indicate how one should behave based on principles about right and wrong. And Ethical leadership means keeping the lines of communication between you and those that you are leading open and strong. Those that you are leading should feel that they can come to you to discuss ny problems that they may be having concerning the Job at hand, at the very least. They need to know that you will hear them out, and that you will always make the fairest possible decision. An ethical leader would never promise something to someone and not follow through with it. Furthermore, ethical leadership means that the leader never gossips about other members of the group, or shares any private information about them with others. Real leaders concentrate on doing the right thing, not on doing things right. Ethical leadership begins with the way leaders perceive and conceptualize the world round them. Ethical leadership, organizational ethics, and social responsibility are inseparable concepts. The leaders role is to guide the human potential of the organizations stakeholders to achieve organizational aspirations in ways that liberate rather constrain their imaginations and Judgment. Ethical leadership must, then, be effective, efficient, and excellent if it is not to waste human potential. It is not enough to be ethical in ones individual actions to be an ethical leader. To be effective, efficient, and excellent, four components of ethical eadership must be understood and developed: purpose, knowledge, authority, and trust. Purpose-The ethical leader reasons and acts with organizational purposes Knowledge-The ethical firmly in mind. This provides focus and consistency. leader has the knowledge to Judge and act prudently. This knowledge is found throughout the organization and its environment, but must be shared by those who hold it. Authority-The ethical leader has the power to make decisions and act, but also recognizes that all those involved and affected must have the authority to Trust-The ethical leader ontribute what they have toward shared purposes. nspires-and is the beneficiary of-trust throughout the organization and its environment. Without trust and knowledge, people are afraid to exercise their authority. The relationship between these four components can be visualized as interrelated components, as described in the figure opposite. Attention to any one component alone is incomplete and misleading. Ethical Modes: It is often thought that ethical leadership must be soft leadership. Being an ethical leader means applying the right amount of authority in each situation. Sometimes the situation requires leadership that is anything but gentle. Gratuitously tough leadership, however, cannot be maintained for long without developing resentment and cynicism. It is helpful to think of the ethical leader as exercising authority within five modes or levels of intervention into the Judgments and actions of followers: 1. Inspiration-setting the example so that other committed members will contribute their fullest capabilities to achieve organizational purposes. 2. Facilitation- Supporting other committed members, and guiding them where necessary, so that hey are able to contribute their capabilities as fully as possible. 3. Persuasion- Appealing to reason to convince other members to contribute toward achieving organizational purposes. 4. Manipulation-offering incentives other than the intrinsic value of contributing to the achievement of organizational purposes, where commitment is lacking. 5. Coercion-Forcing other members to contribute some degree of their capability where they have little or no commitment to do so on their own. The modes of ethical leadership intervention depend in large part on the organizational culture. If the culture allows the organization to learn and grow within its environment, leadership may be largely inspirational. If the culture does not support organizational learning and growth within that environment, then manipulative, even coercive, leadership would be necessary. Moreover, the style of ethical leadership will vary with the degree to which it reflects the Organizational stewardship that preserves the aspirations and culture of the organization. It scans the community and develops and communicates organizational aspirations: the organizations core purpose, core values, and vision of a desired future and ersuades, manipulates, and coerces its stakeholders to comply until the culture has adapted.

Academic performance of working students free essay sample

Introduction Many people are familiar with the concept of â€Å"work-life balance†- the ongoing struggle to keep a healthy split between times spent on your professional time. For grad students who work full-time, it’s more accurate to talk about â€Å"work-study-life balance. † And that’s a mouthful; it’s even more of a handful. While it is technically possible to work full-time while studying full-time, it can be a bit like fighting a two-front war- both areas important and require constant attention, and ignoring either is something you do at your own peril- and meanwhile, you can ever forget your obligations on the â€Å"home front† either. Parents work hard to give the best for their children. The government offers programs and solutions for the benefit and development of the people. And as an individual, students have responsibility to help themselves and be beneficial to others. Working students are those individuals who find ways to make things possible for them and to others. We will write a custom essay sample on Academic performance of working students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Student’s jobs have become a sort of trend among students around the world, who want to work while studying. In short, the term that suits this trend is â€Å"Earn and Learn† policy. Other reasons why student jobs are popular among students is they help to cope up with the constant increase in tuition fees, and a way to afford further educations. The problem has been developed with the question as to have the corresponding workloads and required working hours of working students affect their academic performance. Working in full time while attending school creates time shortages and the students requires highly developed time management skill in order to handle school and work. The research aims to provide encouragement and motivation to all students especially those financially distressed to pursue and finish a college degree in order to become competitive in the future and be able to realize their goals and aspirations. It may also provide learning’s, experiences and information to other students who are not working. Background of the Study This study deals with the Factors Affecting the Academic Performance of Selected Working Students in Polytechnic University of the Philippines, Santa Rosa Campus. The problem is what factors that working students affect their academic performance. And one of the negative effects typically arise because hours spent at work take time away from studying which may lead to lower grades and less attractive post college opportunities. And one of the choices to address and act on the problem is to balance work and study to help them succeed in college. This study serves as the basis to discover other factors to enhance student’s performance. There are some obvious advantage to this work approach, from finishing school more quickly to maintain the current job and the associated income and benefits. Just be aware that by choosing to study and work full-time, you are essentially signing themselves up for a few very hectic years. Students should be very clear about the reasons to be a full-time student and worker. Working full-time while also studying full-time clearly requires a lot of effort. Putting so much of their mental and physical energy into this uneasy arrangement can quickly leave that feeling fatigued, stressed, or both. While many grad students and workers routinely feel tired and stressed by their work, as a full-time student-worker you will likely encounter stress and fatigue levels well beyond those of most of your colleagues. Perhaps for the first time in their life, students may find themselves planning and accounting for every day, from the few hours you can block off for sleep to the 45 minutes of their commute their lunch break (both may become extra time for studying). Working full time allows them to maintain your job and salary associated benefits while also progressing in their studies. Students may rely on their job for their own or for family’s health insurance or students may need the income for full time work to support themselves and still be able to afford grad school. Maybe students truly enjoy their job and know that staying involved there is part of their overall life trajectory just their degree is. Continuing to work full-time while commencing grad school may even have additional benefits, such as a chance to apply classroom learning in work settings and vice versa. A part-time job is a form of employment that carries fewer hours per week than a full-time job. Workers are considered to be part time if they commonly work fewer than 30 or 35 hours per week. There are many reasons for working part time, including the desire to do so, having one’s hours cut back by an employer and being unable to find a full-time job. This study will help to determine the Factors Affecting the Academic Performance of Selected Working Students. Theoretical Framework Academic Performance of the working students have attracted increased attention among the university teachers and students with the aim of knowing and understanding the reasons, problems and other factors affecting them. This may empower them for lifelong learning to their journey to success hindered by their busy schedule and always no time to their study and academic performance. Determining the concepts of this research the study comes up with different theories. The theories that could be used are transactional model of stress and coping it is how a person copes with stressful events. Stressors are demands made by the internal or external environment that upset balance, thus affecting physical and psychological well being and requiring action to restore balance. (Lazarus Cohen, 1977) The work is a stressor that upset balance affecting the academic performance. Actions that may require restoring the balance may require the dropping of other subjects that they can focus on the others or just enroll the subjects suited to their schedules. Time management and proper approach on every situation are also helpful. According to Lazarus Folkman cognitive-relational theory defines stress as a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-being. According to Albert Bandura is well regarded for his Social Cognitive Theory. It is a learning theory based on the ideas that people learn by watching what others do, and that human thought processes are central to understanding personality. This theory provides a framework for understanding, predicting and changing human behavior. Another theory is the theory of planned behavior and reasoned action (AJ Zen Fishbein 1980); It is a theory that predicts deliberate behavior, because behavior can be deliberate and planned. This theory suggests that a parent’s behavior is determined by his/her intention to perform the behavior and that this intention is in turn, a function of his/her subjective norm. The best predictor of behavior is intention, intention is the cognitive representation of a person’s readiness to perform a given behavior, and it is considered to be immediate antecedent of behavior. Conceptual Framework Fig. 1 Conceptual framework of the study The research paradigm illustrates the conceptual framework of the study that shows the relationship of the input, process and output of the topic. This framework embodies the specific direction by which the research will have to be undertaken by describing the relationship between specific variables identified in the study. The input consists of the research method applied in conducting the research regarding the study habits and academic performance of the working students. Qualitative research undertaken to gain insights concerning attitudes, beliefs, motivations and behaviors of individuals to explore a social or human problem and include methods such as focus groups, in-depth interviews, observation research and case studies. The process on the other hand shows how the research being conducted through defining the problem/s of the research first and gather the required data relevant to the research from the respondents through answering the questionnaires. The output as a result, will indicate the general view of the situation on how the behavior and performance of a student relates on their study habit and academic performance. Conclusions are to be made to know and define the outcome of this study and give justification to the research. Statement of the Problem 1. What is the profile of the respondents in terms of 1. 1 Age? 1. 2 Gender? 1. 3 General Average 2. How to improve the academic performance of the selected working students as regard to: 2. 1 Learning skills 2. 2 Study skills 3. Is there a significant relationship between the academic performance of the respondents and the profile of the students. Hypotheses There is no significant relationship between the academic performance of the respondents and the profile of the students. Scope and Delimitation The present study and the profile and the academic performance of the working students of Polytechnic University of the Philippines Santa Rosa Campus S. Y 2013-2014. This study limits only to students who are currently enrolled and who are also working and also previously working. Only those working students are allowed to participate in the research. The researchers limit their study by giving questionnaire to the 50 working students of PUPSRC. The academic performance of working students did not affect due to time management, they can balance their study while working they still have time to study. Significance of the Study The result of this study will provides basis to the students for awareness and better understanding of how their current work affect their academic performance. This study may also help the other students to understand the situation of colleagues who work and study. This study will also have a better understanding to the Professors of the situation of working students enrolled in their class, in providing them with alternative tasks and academic measures that will not sacrifice effectiveness of teaching methods and the quality of learning, whenever conflicts between work and studies arise. The Future Researchers may be able to use the findings of the study for further research and investigation particularly related to the academic performance of working students since there are very limited local studies that can be found exploring this particular subject or concern. Definition Terms The explanation of the following terms would give enlightenment to the terminologies used in research: (Conceptually Operationally) Academic Performance Refers to how students deal with their studies and how they cope with or accomplish different task given to them by their teachers. (Wikipedia) Part Time Workers who work for less than 48 hours. Full time workers are those who work for 48 hours during the week. (Wikipedia) Students referring to all officially enrolled students of Polytechnic University of the Philippines. Working Student are those enrolled with their subjects but working or earning at the same time, they are not full time students. CHAPTER II Review of Related Literature and Studies The researchers have consulted a number of related literature and studies to examine what factors and variables were considered by other researchers in doing their respective studies, including the methods used and findings. Foreign Literature Work- School Performance Relationship The following related literature discussed the different models used by previous researchers in explaining the impact of work on school performance. Zero-sum model The Zero-sum model was incorporated by Warren, et al (2007) in his study of the relation between student employment and academic outcomes. It may be, however, according to Warren, that the time and energy that students devote to employment can also be considered as a decrease in time and energy allotted to socialization, television watching, delinquency, or other less academically beneficial activities. Using time as the measure or basis of the theory, it can be said that it tends to ignore the conscious and deliberate decision-making process that students (and perhaps parents) use when deciding whether and how intensively students should work. Work schedules (and employment status) may affect schooling outcomes, but employment activities may conceivably be affected by how well students are doing in school. Primary Orientation model In a review and criticism about the flaws of the zero-sum measure as a tool to describe the work-school relationship, Warren (2007) presented his alternative theory, the Primary Orientation Model. Unlike the zero-sum model, this holds that students who are primarily oriented toward school do relatively well in school, regardless of how much they work; and students who are primarily oriented toward employment do poorly in school because formal education is only of secondary importance. Warren concluded in view of this perspective, employment intensity only matters if it is accompanied by disinterest in or disengagement from school. This means that schooling outcomes can also be due to students’ social psychological orientation toward work (vs. toward school). Students’ employment intensity is merely an important indicator of the extent to which they are work oriented. Further, the alternative theory implied the following hypotheses: 1. Students who are oriented toward work are more likely to work. That is, if work is a central aspect of students’ lives, then they are more likely towork and towork more intensively. Conversely, students who are oriented toward school will work less frequently and less intensively. 2. Students who are oriented toward work do less well in school. On the other hand, students are likely to do better in school if they are oriented toward school. 3. The association between employment intensity and school performance mostly or entirely disappears after controlling for whether school or work are central aspects of students’ lives. Student Retention Models: In connection to the foregoing articles, Riggert et al. (2006) collected and examined several studies, including theories attempting to explain the work-school relationship and its impact on student’s academic performance particularly on the aspect of student retention. Tinto Model This concludes that employment not only limits the time one has for academic studies, it also severely limits one’s opportunities for interaction with other students and faculty. As a consequence, one’s social integration as well as one’s academic performance suffers. It also noted that the simple act of leaving (â€Å"dropping out†) can have â€Å"multiple and quite disparate meanings† (p. 4). While typically seen as negative, dropping out can be positive for both the student and the institution if the goals of the student and the institution are not consonant. Tinto suggested that dropping out might reflect a student’s mature recognition that the college experience has not met his or her needs. The student’s goals and intentions in coming to the educational institution may not have included graduation. Thus maintaining enrollment for its own sake can be counterproductive for both student and institution. According to this model, the goal of college should not be schooling but, rather, education. Bean and Metzner Study This study primarily involved studies of student attrition/persistence (retention) in a traditional student population. The review addressed a large number of retention-related student characteristics (including employment status) that had been empirically investigated. It hypothesized that decisions regarding attrition/persistence are the consequence of numerous interrelated factors that are unique to each individual. In their model, factors such as background/demographics and personal goals and characteristics, environmental variables, academic variables, and student â€Å"intent to leave† are integrated with psychological variables, academic outcomes, and social integration variables. The interrelationship of these variables results in the student decision regarding attrition–persistence (i. e. , dropping out, not dropping out, or â€Å"stopping out†Ã¢â‚¬â€simply not attending classes without officially dropping out). Astin Model This model led to the development of an â€Å"input-environment-output† (I-E-O) model which focused on evaluating the impact of environmental factors on development of the student. Astin examined the characteristics of the individual at entry to college relative to the characteristics of the same individual following experiences with the college environment. Astin noted the difficulty of identifying the relevant outcomes, inputs, and environmental experiences. Student employment is just one element in the constellation of student characteristics. Astin (1993) stressed that level of student involvement with the institution is predictive of persistence, positive affective outcomes, and academic performance. He noted that the most potent vehicles for student involvement are â€Å"academic involvement, involvement with faculty, and involvement with student peers. Riggart et. Al (2006) mentioned that there has been considerable inconsistency and even contradiction in the empirical literature regarding the impact of work on the college experience brought about by differences in the investigational settings and challenges in the research methods. As the article summated, there have been studies how student characteristics, the college environment, and the nature of the work experience contribute to the individual’s academic success, personal growth, and educational attainment. Inconsistencies may be said to indicate that student employment has differential effects in differing locations and situations. It was found out that the impact of student employment on academic measures (GPA, intellectual growth) has varied from positive to negative across studies. Most studies attempted to directly assess the student employment–higher education relationship through either GPA or retention but they fail to incorporate social, personal, and financial consequences of employment as they affect personal goals, intellectual capacities, institutional commitments, and student motivations resulting to inconsistencies to what outcome measures are to be used. Hence, a question of validity may arise. The article also noted that no models exist that delineate theoretically the relationship between student employment and college outcomes. In view of these inconsistencies, the article has presented the findings and at the same time offered an appeal for further investigations about this topic. When used as a variable, retention appears to have a stronger relationship with student employment than those academic measures such as GPA. It explained that when weekly work hours become high, the number of enrollment interruptions increases significantly and affects student’s retention in school. It also mentioned that although measures such as retention and GPA remain important outcomes, they are inadequate by themselves to represent the impact of work on student performance. In addition, future researchers were advised to consider basic issues such as age (which is often tied to social role), employment (e. g. , amount, and whether it is on campus or off campus), and type of student (e. g. , full time or part time, residential or commuter) in discussing this topic. The use of descriptive and qualitative measures was emphasized as a need to build an informational basis for formulating the models or frameworks to use without going beyond the limits of their conclusions. Foreign Studies According to the Case of Ireland stated by McCoy and Smyth (2007) explored the nature and implications of secondary students’ participation in paid employment in Ireland. It examined whether engaging in part-time employment while in secondary school has an impact on two educational outcomes – school dropout and examination performance. The study adopted the ‘propensity score matching’ technique, which aimed to examine the effect of part-time work on a particular outcome to make sure that the difference in results for non-working and working students are not overly estimate. The study also considered other characteristics, such as attitudes towards school or involvement in social activities in matching the subject groups with variables. The article gathered its data from a national survey of schools in 1994. The survey, of which, collected detailed information on whether the student held a paid part-time job and the number of hours allotted to work at the time of the survey during their examination periods. Outcomes o be considered included the likelihood of dropping out from school and examination performance of the respondents. The study found out that the level of student employment in Ireland has increased in recent years in proportion to an increased allotment for working hours. Results also showed that working students show less motivation towards education and school life. They tend to have less school satisfaction, lower school attendance and were more prone to being reprimanded by their teachers posing negative interaction and involvement with the class. In terms of school drop-out, the study’s findings in Irish context were in line with those findings from the USA and Australia which presented that part-time employment, particularly those involving longer hours, leads to increasing rate of school drop-outs as working students tend to draw away from studies because of their job. The examination results were also considered in the study and showed that regardless of time allotment for studying and working, and the students’ attitudes to school, working students achieve lower grades than non-working students. To summarize the findings of the study, it can be said that part-time employment, particularly that involving long hours, reduces the amount of time available for schoolwork and leads to underperformance among student and increased school drop-outs. According to the Case of Berea College, Kentucky another point was raised by Stinebrickner (2003) in his study. He used new sets of data in examining the relationship between working during school and academic performance. One important factor he considered was the presence of biases in choosing the type of work particularly the time allotted by the individual in working. A student’s decision of whether to work more hours is likely to depend to some extent on his enjoyment of the job Although results showed that work has a negative impact on academic performance of the respondents in Berea, it is suggested that it does not necessarily mean that such result will exist in other youth employment contexts. In addition, the study also expressed that researchers should be cautious about drawing policy conclusions in situations where it is difficult to deal with the endogeneity issue in a satisfactory way. A related study conducted by Marsh and Kleitman (2005) showed that working during high school had negative effects on occupational and, in particular, educational aspirations and subsequent employment. This negative impact is not present among continuing students who worked during high school to save money for college and in fact had mostly favorable effects. Findings from the study offered additional clues about the nature of the impact of working on subsequent unemployment. For example, the positive effect of working on subsequent unemployment was not mediated by other high school outcomes. Hence, high school accomplishments were unrelated to this effect. But since the study considered only students who graduated from high school, our results did not include the negative effects of part-time employment on high school graduation and implications for long-term employment among high school dropouts . The research made use of selected variables for the investigation and were categorized as: |background demographic variables |outcome variables |postsecondary outcomes | |SES |standardized achievement tests, school grades,|educational attainment, educational | |Ethnicity |coursework selection, self-esteem, locus of |and occupational aspirations, | |Gender |control, attendance, staying out of trouble, |employment | |Prior educational experiences |educational and occupational aspirations | | The study used a path-analytic approach to evaluate the effects of hours worked on a comprehensive set of high school and postsecondary outcomes. It specifically involved multiple regression analyses (linear, nonlinear, and interaction terms) to investigate the effects of hours worked on high school and postsecondary outcomes. Working in Grade 8, however, had negative effects on Grade 12 outcomes (lower grades, lower Carnegie units, lower occupational aspirations, more bad habits in Grade 12, and lower postsecondary occupational aspirations) beyond those mediated by earlier outcomes. Similarly, working in Grade 10 had direct negative effects on Grade 12 outcomes (school grades, Carnegie units, school attendance, and bad habits) In summary, the results suggest that employment during high school had mostly small but consistently detrimental effects on a comprehensive set of postsecondary outcomes. The researchers, on the basis of the results of this investigation emphasized the need to be aware of the potentially negative consequences of employment during school. The only good reason which surfaced to hold a job during the school year is to save money for future education. The study added that to divert income from education expenses to outings, to support bad habits such as tobacco or alcohol use, or even to contribute toward rent apparently has negative effects on many high school and postsecondary outcomes. Local Literature According to the national Statistics Coordination Board (NSCB) published that the full-time workers in July 2010 recorded a share of 64. 3 percent of the total employed while the part-time workers, 35. 0 percent. The number of underemployed persons in July 2010 was estimated at 6. 5 million, placing the current underemployment rate at 17. 9 percent. More than half (58. 1%) of the total underemployed were reported as visibly underemployed or working less than 40 hours during the reference week. Those working for 40 hours or more accounted for 40. 4 percent. Most of the underemployed were working in the agriculture sector (46. 7%) and services sector (37. 8%). The underemployed in the industry sector accounted for 15. 5 percent. Only half of working students finish college: CHED MANILA, Philippines About 216,000 students in the country are currently juggling school and work, according to latest data from the Commission on Higher Education (CHED). The figure is about 8% of the total number of college students in the country. CHED said working students today are mostly into food service, entertainment and sales, apart from their usual stints as library and research assistants. Dahil sa financial crisis, kailangan nila ng extra income, said lawyer Julito Vitriolo, officer-in-charge at CHEDs office of the executive director. Vitriolo added that these students are forced to work because of higher commodity prices and tuition fees. Jerry Rontal, who delivers oxygen tanks in a hospital. Rontal is currently taking up Criminology, and needs to pay a tuition fee of P24,000 for this semester. The amount does not include expenses for books, uniform and public transport. Gusto kong umangat sa hirap. Kakayanin po, kailangan po eh. Kung hindi ako kikilos, walang mangyayari, Rontal said. Despite their efforts, the pressure to balance work and school is just too much for many working students. The CHED said that only 50% of working students get to finish college, as many cannot cope and cannot concentrate on their studies, while some have poor health, while others give up because of insufficient funds. CHED advised working students to get jobs that are not that demanding, and that are more closely related to their courses. Report from Bernadette Sembrano, ABS-CBN News. Local Study In a research proposal established by BagongonEdpalina (2009), the researchers planned to investigate the possible relationship of study habits and the factors affecting it to the academic achievement of under graduate education students of Xavier University- Ateneo de Cagayan. They used Time management, learning skills, and study skills as independent variables to find out how it affects students’ study habits. The study also focuses on the factors affecting study habits, influencing the academic performance of the student. In this view, the researchers wanted to study the factors in which affect the study habits. The study uses the descriptive survey design in its attempt to determine, describe and analyze relationships between time management, learning skills, and study skills and the dependent variable which is the study habits. It tries to find out if the independent variables significantly influence the dependent variable (study habits). Synthesis of the Review This study focuses on the academic performance of selected working students in Polytechnic University of the Philippines Santa Rosa Campus. In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. As career competition grows ever more fierce in the working world, the importance of students doing well in school has caught the attention of parents, legislators and government education departments alike. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their childs academic performance because they believe good academic results will provide more career choices and job security. Schools, though invested in fostering good academic habits for the same reason, are also often influenced by concerns about the schools reputation and the possibility of monetary aid from government institutions, which can hinge on the overall academic performance of the school. State and federal departments of education are charged with improving schools, and so devise methods of measuring success in order to create plans for improvement. The tracking of academic performance fulfills a number of purposes. Areas of achievement and failure in a students academic career need to be evaluated in order to foster improvement and make full use of the learning process. Results provide a framework for talking about how students fare in school, and a constant standard to which all students are held. Performance results also allow students to be ranked and sorted on a scale that is numerically obvious, minimizing complaints by holding teachers and schools accountable for the components of each and every grade. Chapter III RESEARCH METHODOLOGY This chapter presents the research method, research locale, the respondents, data gathering procedure, instruments and techniques and the statistical treatment to be used. Research Method The study will utilize the descriptive method as the research strategy which intends to present facts concerning the nature and status of a situation, as it exists at the time of the study and describe present conditions, events or systems based on the impressions or reactions of the respondents of the research. This research is also cross-sectional because of limited time. This research is a study of a particular phenomenon (or phenomena) at a particular time. Accordingly, cross-sectional studies often employ the survey strategy, and they may be seeking to describe the incidence of a phenomenon or to compare factors in different organizations. Research Locale The researchers choose the Polytechnic University of the Philippines Santa Rosa Campus to be the locale of their study. The test was conducted in the mentioned institution. Specifically, the test was conducted inside the classroom of the respondnets, during their first period to assure the readiness to take the test and maintain the condusive classroom setup require in the study. Respondents This study will focus on 50 students who are currently enrolled in Polytechnic University of the Philippines Santa Rosa Academic performance of working students free essay sample Tena, Larabelle L. Marife Agustin-Acierto, DBA Subject Facilitator September 2013 Chapter 1 The Problem and its Background Introduction Many people are familiar with the concept of work-life balance- the ongoing truggle to keep a healthy split between times spent on your professional time. For grad students who work full-time, its more accurate to talk about work-study-life balance. And thats a mouthful; its even more ofa handful. While it is technically possible to work full-time while studying full-time, it can be a bit like fghting a two- front war- both areas important and require constant attention, and ignoring either is something you do at your own peril- and meanwhile, you can ever forget your obligations on the home front either. Parents work hard to give the best for their children. The government offers programs and solutions for the benefit and development of the people. And as an individual, students have responsibility to help themselves and be beneficial to others. We will write a custom essay sample on Academic performance of working students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Working students are those individuals who find ways to make things possible for them and to others. Students Jobs have become a sort of trend among students around the world, who want to work while studying. In short, the term that suits this trend is Earn and Learn policy. Other reasons why student Jobs are popular among students is they help to cope up with the constant increase in tuition fees, and a way to afford further educations. The problem has been developed with the question as to have the corresponding workloads and required working hours of working students affect their academic pertormance. Working in tull time while attending school creates time shortages and the students requires highly developed time management skill in order to handle school and work. The research aims to provide encouragement and motivation to all students especially those financially distressed to pursue and finish a college degree in order to become competitive in the future and be able to realize their goals and aspirations. It may also provide learnings, experiences and information to other students who are not working. Background of the Study This study deals with the Factors Affecting the Academic Performance of Selected Working Students in Polytechnic University of the Philippines, Santa Rosa Campus. The problem is what factors that working students affect their academic performance. And one of the negative effects typically arise because hours spent at work take time away from studying which may lead to lower grades and less attractive post college opportunities. And one of the choices to address and act on he problem is to balance work and study to help them succeed in college. This study serves as the basis to discover other factors to enhance students performance. There are some obvious advantage to this work approach, from finishing school more quickly to maintain the current Job and the associated income and benefits. Just be aware that by choosing to study and work full-time, you are essentially signing themselves up for a few very hectic years. Students should be very clear about the reasons to be a full-time student and worker. Working full-time while also studying full-time clearly requires a lot of effort. Putting so much of their mental and physical energy into this uneasy arrangement can quickly leave that feeling fatigued, stressed, or both. While many grad students and workers routinely feel tired and stressed by their work, as a full-time student-worker you will likely encounter stress and fatigue levels well beyond those of most of your colleagues. Perhaps for the first time in their life, students may find themselves planning and accounting for every day, from the few hours you can block off for sleep to the 45 minutes of their commute their lunch break (both may become extra time for studying). Working full time allows them to maintain your Job and salary associated benefits while also progressing in their studies. Students may rely on their Job for their own or for familys health insurance or students may need the income for full time work to support themselves and still be able to afford grad school. Maybe students truly enjoy their Job and know that staying involved there is part of their overall life trajectory Just their degree is. Continuing to work full-time while commencing grad school may even have additional benefits, such as a chance to apply classroom learning in work settings and vice versa. A part-time Job is a form of employment that carries fewer hours per week than a full-time Job. Workers are considered to be part time if they commonly work fewer than 30 or 35 hours per week. There are many reasons for working part time, including the desire to do so, having ones hours cut back by an employer and being unable to find a full-time Job. This study will help to determine the Factors Affecting the Academic Performance Se ec ed Working Students. Theoretical Framework Academic Performance of the working students have attracted increased attention among the university teachers and students with the aim of knowing and nderstanding the reasons, problems and other factors affecting them. This may empower them for lifelong learning to their Journey to success hindered by their busy schedule and always no time to their study and academic performance. Determining the concepts of this research the study comes up with different theories. The theories that could be used are transactional model of stress and coping it is how a person copes with stressful events. Stressors are demands made by the internal or external environment that upset balance, thus affecting physical and psychological well being and requiring action to estore balance. Lazarus Cohen, 1977) The work is a stressor that upset balance affecting the academic performance. Actions that may require restoring the balance may require the dropping of other subjects that they can focus on the others or Just enroll the subjects suited to their schedules. Time management and proper approach on every situation are also helpful. According to Lazarus Folkman cognitive-relational theory defines stress as a particular re lationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her ell-being. According to Albert Bandura is well regarded for his Social Cognitive Theory. It is a learning theory based on the ideas that people learn by watching what others do, and that human thought processes are central to understanding personality. This theory provides a framework for understanding, predicting and changing human behavior. Another theory is the theory of planned behavior and reasoned action (AJ Zen Fishbein 1980); It is a theory that predicts deliberate behavior, because behavior can be deliberate and planned. This theory suggests that a parents behavior is etermined by his/her intention to perform the behavior and that this intention is in turn, a function of his/her subjective norm. The best predictor of behavior is intention, intention is the cognitive representation of a persons readiness to perform a given behavior, and it is considered to be immediate antecedent ot behavior. Conceptual Framework Fig. l Conceptual framework of the study The research paradigm illustrates the conceptual framework of the study that shows the relationship of the input, process and output of the topic. This framework embodies the specific direction by which the research will have to be undertaken by escribing the relationship between specific variables identified in the study. The input consists of the research method applied in conducting the research regarding the study habits and academic performance of the working students. Qualitative research undertaken to gain insights concerning attitudes, beliefs, motivations and behaviors of individuals to explore a social or human problem and include methods such as focus groups, in-depth interviews, observation research and case studies. The process on the other hand shows how the research being conducted through efining the problems of the research first and gather the required data relevant to the research from the respondents through answering the questionnaires. The output as a result, will indicate the general view of the situation on how the behavior and pertormance ot a student relates on their study habit and academic performance. Conclusions are to be made to know and define the outcome of this study and give Justification to the research. Statement of the Problem 1 . What is the profile of the respondents in terms of 1. 1 Age? 1. 2 Gender? 1. 3 General Average 2. How to improve the academic performance of the selected working students as egard to: 2. 1 Learning skills 2. 2 Study skills 3. Is there a significant relationship between the academic performance of the respondents and the profile of the students. Hypotheses There is no significant relationship between the academic performance of the respondents and the profile of the students. Scope and Delimitation The present study and the profile and the academic performance of the working students of Polytechnic University of the Philippines Santa Rosa Campus S. Y 2013-2014. This study limits only to students who are currently enrolled and who are also working and also previously working. Only those working students are allowed to participate in the research. The researchers limit their study by giving questionnaire to the 50 working students of PUPSRC. The academic performance of working students did not affect due to time management, they can balance their study while working they still have time to study. Significance of the Study The result of this study will provides basis to the students for awareness and better understanding of how their current work affect their academic performance. This study may also help the other students to understand the situation of colleagues who ork and study. This study will also have a better understanding to the Professors of the situation of working students enrolled in their class, in providing them with alternative tasks and academic measures that will not sacrifice effectiveness of teaching methods and the quality of learning, whenever conflicts between work and studies arise. The Future Researchers may be able to use the findings ot the study tor further research and investigation particularly related to the academic performance of working students since there are very limited local studies that can be found xploring this particular subject or concern. Definition Terms The explanation of the following terms would give enlightenment to the terminologies used in research: (Conceptually Operationally) Academic Performance Refers to how students deal with their studies and how they cope with or accomplish different task given to them by their teachers. (Wikipedia) Part Time Workers who work for less than 48 hours. Full time workers are those who work for 48 hours during the week. (Wikipedia) Students referring to all officially enrolled students of Polytechnic University of the Philippines. Working Student are those enrolled with their subjects but working or earning at the same time, they are not full time students. CHAPTER II Review of Related Literature and Studies The researchers have consulted a number of related literature and studies to examine what factors and variables were considered by other researchers in doing their respective studies, including the methods used and findings. Foreign Literature Work- School Performance Relationship The following related literature discussed the different models used by previous researchers in explaining the impact of work on school performance. Zero-sum model The Zero-sum model was incorporated by Warren, et al (2007) in his study of the relation between student employment and academic outcomes. It may be, however, according to Warren, that the time and energy that students devote to employment can also be considered as a decrease in time and energy allotted to socialization, television watching, delinquency, or other less academically beneficial activities. Using time as the measure or basis of the theory, it can be said that it tends to ignore the conscious and deliberate decision-making process that students (and perhaps arents) use when deciding whether and how intensively students should work. Work schedules (and employment status) may affect schooling outcomes, but employment activities may conceivably be affected by how well students are doing in school. Primary Orientation model In a review and criticism about the flaws of the zero-sum measure as a tool to describe the work-school relationship, Warren (2007) presented his alternative theory, the Primary Orientation Model. Unlike the zero-sum model, this holds that students who are primarily oriented toward school do relatively well in school, egardless of how much they work; and students who are primarily oriented toward employment do poorly in school because formal education is only of secondary importance. Warren concluded in view of this perspective, employment intensity only matters if it is accompanied by disinterest in or disengagement from school. This means that schooling outcomes can also be due to students social psychological orientation toward work (vs. oward school). Students employment intensity is merely an important indicator of the extent to which they are work oriented. Further, the alternative theory implied the following hypotheses: . Students who are oriented toward work are more likely to work. That is, if work is a central aspect of students lives, then they are more likely towork and towork more intensively. Conversely, students who are oriented toward school will work less fre quently and less intensively. 2. Students who are oriented toward work do less well in school. On the other hand, students are likely to do better in school if they are oriented toward school. 3. The association between employment intensity and school performance mostly or entirely disappears after controlling for whether school or work are central aspects of tudents lives. Student Retention Models: In connection to the foregoing articles, Riggert et al. (2006) collected and examined several studies, including theories attempting to explain the work-school relationship and its impact on students academic performance particularly on the aspect of student retention. Tinto Model This concludes that employment not only limi ts the time one nas tor academic studies, it also severely limits ones opportunities for interaction with other students and faculty. As a consequence, ones social integration as well as ones academic performance suffers. It also noted that the simple act of leaving (dropping out) can have multiple and quite disparate meanings (p. 4). While typically seen as negative, dropping out can be positive for both the student and the institution if the goals of the student and the institution are not consonant. Tinto suggested that dropping out might reflect a students mature recognition that the college experience has not met his or her needs. The students goals and intentions in coming to the educational institution may not have included graduation. Thus maintaining enrollment for its own sake can be counterproductive for both student and institution. According to this model, the goal of college should not be schooling but, rather, education. Bean and Metzner Study This study primarily involved studies of student attrition/persistence (retention) in a traditional student population. The review addressed a large number of retention- related student characteristics (including employment status) that had been empirically investigated. It hypothesized that decisions regarding attrition/persistence are the consequence of numerous interrelated factors that are unique to each individual. In their model, factors such as background/demographics and personal goals and characteristics, nvironmental variables, academic variables, and student intent to leave are integrated with psychological variables, academic outcomes, and social integration variables. The interrelationship of these variables results in the student decision regarding attrition-persistence (i. e. , dropping out, not dropping out, or stopping out†simply not attending classes without officially dropping out). Astin Model This model led to the development of an input-environment-output (I-E-O) model which focused on evaluating the impact of environmental factors on development of the student. Astin examined the characteristics of the individual at entry to college relative to the characteristics of the same individual following experiences with the college environment. Astin noted the difficulty of identifying the relevant outcomes, inputs, and environmental experiences. Student employment is Just one element in the constellation of student characteristics. Astin (1993) stressed that level of student involvement with the institution is predictive of persistence, positive affective outcomes, and academic performance. He noted that the most potent vehicles for student involvement are academic nvolvement, involvement witn taculty, and involvement witn student peers. Riggart et. A1 (2006) mentioned that there has been considerable inconsistency and even contradiction in the empirical literature regarding the impact of work on the college experience brought about by differences in the investigational settings and challenges in the research methods. As the article summated, there have been studies how student characteristics, the college environment, and the nature of the work experience contribute to the individuals academic success, personal growth, and educational attainment. Inconsistencies may be said to indicate that student employment has differential effects in differing locations and situations. It was found out that the impact of student employment on academic measures (GPA, intellectual growth) has varied from positive to negative across studies. Most studies attempted to directly assess the student employment-higher education relationship through either GPA or retention but they fail to incorporate social, personal, and financial consequences of employment as they affect personal goals, intellectual capacities, institutional commitments, and student motivations resulting to nconsistencies to what outcome measures are to be used. Hence, a question of validity may arise. The article also noted that no models exist that delineate theoretically the relationship between student employment and college outcomes. In view of these inconsistencies, the article has presented the findings and at the same time offered an appeal for further investigations about this topic. When used as a variable, retention appears to have a stronger relationship with student employment than those academic measures such as GPA. It explained that when weekly work hours become high, the number of enrollment interruptions ncreases significantly and affects students retention in school. It also mentioned that although measures such as retention and GPA remain important outcomes, they are inadequate by themselves to represent the impact of work on student performance. In addition, future researchers were advised to consider basic issues such as age (which is often tied to social role), employment (e. g. amount, and whether it is on campus or off campus), and type of student (e. g. , full time or part time, residential or commuter) in discussing this topic. The use of descriptive and qualitative measures as emphasized as a need to build an informational basis for formulating the models or frameworks to use without going beyond the limits of their conclusions. Foreign Studies According to the Case of Ireland stated by McCoy and Smyth (2007) explored the nature and implications of secondary students participation i n paid employment in Ireland. It examined whether engaging in part-time employment while in secondary school has an impact on two educational outcomes school dropout and examination pertormance. The study adopted the propensity score matching technique, which imed to examine the effect of part-time work on a particular outcome to make sure that the difference in results for non-working and working students are not overly estimate. The study also considered other characteristics, such as attitudes towards school or involvement in social activities in matching the subject groups with variables. The article gathered its data from a national survey of schools in 1994. The survey, of which, collected detailed information on whether the student held a paid part-time Job and the number of hours allotted to work at the time of the survey uring their examination periods. Outcomes o be considered included the likelihood of dropping out from school and examination performance of the respondents. The study found out that the level of student employment in Ireland has increased in recent years in proportion to an increased allotment for working hours. Results also showed that working students show less motivation towards education and school life. They tend to have less school satisfaction, lower school attendance and were more prone to being reprimanded by their teachers posing negative interaction and involvement with the class. In terms of school drop-out, the studys findings in Irish context were in line with those findings from the USA and Australia which presented that part-time employment, particularly those involving longer hours, leads to increasing rate of school drop-outs as working students tend to draw away from studies because of their Job. The examination results were also considered in the study and showed that regardless of time allotment for studying and working, and the students attitudes to school, working students achieve lower grades than non-working students. To summarize the findings of the study, it can be said that part-time employment, articularly that involving long hours, reduces the amount of time available for schoolwork and leads to underperformance among student and increased school drop-outs. According to the Case of Berea College, Kentucky another point was raised by Stinebrickner (2003) in his study. He used new sets of data in examining the relationship between working during school and academic performance. One important factor he considered was the presence of biases in choosing the type of work particularly the time allotted by the individual in working. A students decision of whether to work more hours is likely to depend to some extent on his enjoyment of he Job Although results showed that work has a negative impact on academic performance of the respondents in Berea, it is suggested that it does not necessarily mean that such result will exist in other youth employment contexts. In addition, the study also expressed that researchers should be cautious about drawing policy conclusions in situations where it is difficult to deal with the endogeneity issue in a satisfactory way. A related study conducted by Marsh and Kleitman (2005) showed that working during high school had negative effects on occupational and, in particular, educational

Reading comprehension Essay Example

Reading comprehension Essay Example Reading comprehension Essay Reading comprehension Essay You will have two to four reading comprehension passages, with a total of six to ten questions. Reading comprehension questions generally dont appear until about questions eight to twelve. ? GRE reading comprehension is unlike any other reading you do. Therefore, you should not approach it in the way you approach other reading. ? ETS passages are poorly written, but not on purpose. Dont look for hidden meanings in the grammatical and stylistic errors. ? Forget about comprehension. On the GRE, you read for one reason only: to earn points. If you can accept this fact, youll be far, far ahead. Dont even try to read the whole passage, just get an idea what each paragraph is about and what the main idea of the whole passage is. Dont get bogged down in useless details that may not even be considered in the questions. ? Outline the passage: Read the first sentence and last sentence of each paragraph. On your scrap paper, jot down a few notes for each paragraph, then write down the main idea. This is what we call outlining.Be sure to number the paragraphs in your notes. For example: 1st paragraph: greenhouse gases and greenhouse effect introduced 2nd paragraph: greenhouse gases affected by humans, and CFC/ozone example 3rd paragraph: 2 possible results of greenhouse effect ? When you skim and summarize a passage, you should look for the big themes and main ideas and skim over the details. You shouldnt speed read. That is, you should slow down for the important stuff and speed up for the details. ? There are two types of GRE reading passages: science and nonscience. Science passages may deal with either the hard facts of some particular science or with a soft topic, such as the history of science. ? Nonscience passages will deal with either a topic related to the humanities or a topic related to the social sciences. ? Use common sense. You wont find a passage arguing that literature is stupid, or that history doesnt matter, or that the moon is made of green cheese. As a result, you will often be able to eliminate answer choices simply because the facts or opinions they represent couldnt possibly be found in ETS reading passages.However, all the information that will lead to the correct answer will always be found in the passage. This is a treasure hunt; look to the passage for the answers. ? Correct answers will always be politically correct. Authors of passages will never say negative things about other people, groups of people or ideas. If the answer choice says that the purpose of a passage is to demonstrate the intellectual dishonesty of our founding fathers, you can safely eliminate it without even reading the passage. ? Correct answers will never be too negative, too extreme, irresponsible or irrational.Eliminate any answers that fit this category. ? Eliminate disputable statements. ETSs answer will be indisputable. The easiest way to find this answer is to focus your attention on disputable choices and use process-ofelimination aggressively to eliminate as many of them as possible: Certain words make choices highly specific and therefore easy to disputemust, each, every, all, will totally, always, no. Certain words make choices very general and therefore difficult to disputemay, can, some, most, sometimes.Vague, general choices wont always be ETSs answer, but ETSs answer will always be indisputable. If a statement says that something is sometimes true, you only need to find one example to prove it correct. ? Avoid direct repetitions. ETSs answer will almost always be a paraphrase, not a direct repetition. ? The more closely a choice resembles a substantial part of the passage, the less likely the choice is to be ETSs answer. ? Theme questions, tone questions, and organizational questions are all general questions. You should be able to answer them without looking back at the passage. Explicit questions, inferential questions, and literary-technique questions are all specific questions. Youll need to refer back to the passage to answer them. ? Many, many students make careless mistakes on LEAST/EXCEPT/NOT questions. Be careful! Remember, you are looking for the one dumb answer among the choices. ? Triple true/false questions are time-consuming and difficult. POE will improve your guessing odds dramatically. From Princeton Reviews Cracking the System: The GRE (New York: Villard Books, 1990) and Princeton Reviews Cracking the GRE CAT 1999 ed. (New York: Random House,1998).