Sample Outline:
Topic
By Student Smith
COM201
Dr. Horner
Today’s Date
Topic: Insert topic here. Introduction
Capture your audience’s attention with a quote, anecdote, or personal experience
Build up to the main reason for the speech
Summarize the main idea and briefly state the main pointsFirst Main PointSecond Main PointThird Main Point First Main Point: Working with outline numbered text in Microsoft Word
Move an outline numbered item to the appropriate numbering levelOn the Formatting toolbarTo demote the item to a lower numbering levelClick a list numberClick Increase Indent. To promote the item to a higher numbering levelClick a list numberClick Decrease Indent
Help plan speech and “categorize the main points” (Benefits of Outline, 1) Second Main Point: Creating a Microsoft PowerPoint
Creating a PowerPoint presentation from a Word outline PowerPoint uses the heading styles in the Word documentHeading styles are applied when you use numbered outlinesEach paragraph formatted with the Heading 1 style becomes the title of a new slide, each Heading 2 becomes the first level of text, and so on.
ProceduresOpen the document and use it to create a PowerPoint presentation On the File menu, point to Send To, and then click Microsoft PowerPoint
Create a PowerPoint presentation based on prepared notes Main Point 3: Building on previous work
Use heading styles to create longer documents, view a document's organization in Outline view, and prepare PowerPoint that will enhance speech (Effective Use of Powerpoint, 2)
To learn more about Outline view, review Microsoft Word Help Conclusion
Restate your main pointsFirst Main PointSecond Main PointThird Main Point
Summarize the presented ideas
Restate introduction or conclude with a compelling remark
Sources
1.Benefits of an Outline. (2015). Importance of an Outline. Retrieved from
http://www.inspiration.com/visual-learning/outlining.org
2. Effective Use of PowerPoint. (2018). Retrieved from
https://www.effectiveuseofpowerpoint.edu
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Strategies for Creating Success in College and in . Life
Eighth Edition
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This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
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1 ECON 3800 Group Research Report Guidelines .docxtarifarmarie
1
ECON 3800 Group Research Report
Guidelines
Marks: 20 %
Due: December 4, 2018, in class
A late submission is subject to a 25% deduction of the total marks per day.
Research Team: The research project should be undertaken by a research team of no
more than three students. The instructor will help if some students could not find
partners to form a research team. With the instructor’s permission, a research team may
consist of more than three students. In 2018, the focus of equity research is on Canadian
major grocery chains such as Loblaw, Metro, and Empire. As soon as the research team is
formed, each team should decide which grocery chain is to be studied and send this
information and the names and email addresses of the team members to [email protected]
no later than September 18, 2018.
The research team should plan its research activities and divide its workload fairly among
its members. It is advisable for each team to select a team leader who can coordinate
research activities that are scheduled weekly. Please write down those important
deadlines and organize research with reference to those important deadlines.
Research Aim: The research should provide the necessary information for a reasoned
investment decision with reference to a selected company. The basic aim of this research
is to evaluate whether the underlying business represents a good investment in the long
term (say three-year and beyond) and whether the stock price is fairly valued at this time
so that an investment recommendation (buy, hold, or sell) can be made.
Source of Information for Research: (1) hard copy or online annual reports of public
traded companies; (2) online statistics (finance.yaoo.com, www.globeinvestor.com,
moneycentral.msn.com, www.google.com, and other sites); (3) ABI database; (4) CBCA
database; (5) Thomson ONE database; (6) Mergent Online; (7) Marketline; (8)
http://www.sec.gov/edgar.shtml (Edgar, US Security and Exchange Commission Filing
System); and (9) http://www.sedar.com (Canadian version of Edgar). Dalhousie Library
also provides a special guide for this course at
https://dal.ca.libguides.com/economics/ECON3800FinancialEconomics
javascript:void(0);
javascript:void(0);
javascript:void(0);
mailto:[email protected]
file:///C:/Users/Xu/Documents/Teaching/Current/3800/Projects/finance.yahoo.com
http://www.globeinvestor.com/
file:///C:/Users/Xu/Documents/Teaching/Current/3800/Projects/moneycentral.msn.com
http://www.sec.gov/edgar.shtml
http://www.sedar.com/
2
Structure of Analysis: The research should include detailed analysis of
1. economic conditions;
2. sector and market structure;
3. products/services;
4. the corporation’s profile, management and business strategies, and relative
comparative advantages over its peers;
5. historical and financial information;
6. earnings forecast and firm value;
7. risk and potential problems; and
8. investment.
Through this presentation, we bring you insights into how high impact learning can:
» Increase efficiency, productivity and profit for an organization
» Increased employee satisfaction
» A developed sense of ownership and accountability
» An enhanced ability for workers to adapt to change
Learn more about:
» How people are leaning today
» What people are learning
» Transformative learning
» Evolving Role of L&D and Content
» Framework to create a High Impact Learning
This webinar will show schools how to apply the inbound methodology to various digital marketing channels in order to generate more inquiries and applications online.
1 ECON 3800 Group Research Report Guidelines .docxtarifarmarie
1
ECON 3800 Group Research Report
Guidelines
Marks: 20 %
Due: December 4, 2018, in class
A late submission is subject to a 25% deduction of the total marks per day.
Research Team: The research project should be undertaken by a research team of no
more than three students. The instructor will help if some students could not find
partners to form a research team. With the instructor’s permission, a research team may
consist of more than three students. In 2018, the focus of equity research is on Canadian
major grocery chains such as Loblaw, Metro, and Empire. As soon as the research team is
formed, each team should decide which grocery chain is to be studied and send this
information and the names and email addresses of the team members to [email protected]
no later than September 18, 2018.
The research team should plan its research activities and divide its workload fairly among
its members. It is advisable for each team to select a team leader who can coordinate
research activities that are scheduled weekly. Please write down those important
deadlines and organize research with reference to those important deadlines.
Research Aim: The research should provide the necessary information for a reasoned
investment decision with reference to a selected company. The basic aim of this research
is to evaluate whether the underlying business represents a good investment in the long
term (say three-year and beyond) and whether the stock price is fairly valued at this time
so that an investment recommendation (buy, hold, or sell) can be made.
Source of Information for Research: (1) hard copy or online annual reports of public
traded companies; (2) online statistics (finance.yaoo.com, www.globeinvestor.com,
moneycentral.msn.com, www.google.com, and other sites); (3) ABI database; (4) CBCA
database; (5) Thomson ONE database; (6) Mergent Online; (7) Marketline; (8)
http://www.sec.gov/edgar.shtml (Edgar, US Security and Exchange Commission Filing
System); and (9) http://www.sedar.com (Canadian version of Edgar). Dalhousie Library
also provides a special guide for this course at
https://dal.ca.libguides.com/economics/ECON3800FinancialEconomics
javascript:void(0);
javascript:void(0);
javascript:void(0);
mailto:[email protected]
file:///C:/Users/Xu/Documents/Teaching/Current/3800/Projects/finance.yahoo.com
http://www.globeinvestor.com/
file:///C:/Users/Xu/Documents/Teaching/Current/3800/Projects/moneycentral.msn.com
http://www.sec.gov/edgar.shtml
http://www.sedar.com/
2
Structure of Analysis: The research should include detailed analysis of
1. economic conditions;
2. sector and market structure;
3. products/services;
4. the corporation’s profile, management and business strategies, and relative
comparative advantages over its peers;
5. historical and financial information;
6. earnings forecast and firm value;
7. risk and potential problems; and
8. investment.
Through this presentation, we bring you insights into how high impact learning can:
» Increase efficiency, productivity and profit for an organization
» Increased employee satisfaction
» A developed sense of ownership and accountability
» An enhanced ability for workers to adapt to change
Learn more about:
» How people are leaning today
» What people are learning
» Transformative learning
» Evolving Role of L&D and Content
» Framework to create a High Impact Learning
This webinar will show schools how to apply the inbound methodology to various digital marketing channels in order to generate more inquiries and applications online.
Slides from the Jobsearch Masterclass held at La Trobe University on 18 July 2013. Topics covered include researching job opportunities, resume writing, interviews, psychometric testing, networking
Content Curation for Learning – Beyond the BasicsLearningCafe
Content Curation is rapidly becoming a key L&D skillset. But curation is almost as old as human civilisation itself and has been central to the media industry (newspapers). L&D is at the beginning of the content curation journey and may not be tapping into its existing body of knowledge and skills. We discuss with an experienced panel about current trends and better practices and in particular talk about using technology platforms to assist with curation
The #1 Reason Why Sales Coaching is Critical to your 2022 Sales SuccessAggregage
Join Tim Hughes, Author of Social Selling – Influencing Buyers and Changemakers and Co-Founder/CEO of Digital Leadership Associates, as he details how investing in sales coaching will teach your team how to navigate social media and therefore create greater sales success.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Do you want to improve your creative ability? This Curso de desarrollo de certificado de creativity – Development of Creativity Certificate Course course is designed to benefit you if you positively want to develop your creativity.
NAWI 2014: Open Badges for Workforce Development: Findings from the DPD ProjectNate Otto
Open badges have the potential to transform education credentials, especially because they can recognize the development of individual competencies that go unmentioned in traditional degrees and transcripts. The Design Principles Documentation Project studied 30 learning initiatives as they implemented digital badges and identified general design principles used by these projects. See some of our findings about badges, case studies in workforce preparation, and questions about implications of badges for workforce development.
Cultivating a Culture of ExperimentationOptimizely
By harnessing insights from experimentation, people across your organization can contribute ideas and decisions that take the customer experience to new levels. To take advantage of this, forward-thinking organizations are getting everyone involved in experimentation. These slides will share how General Assembly is cultivating a culture of experimentation and the impact it’s making company-wide.
Syllabus for my Managing Marketing Processes course in the MGM program at the Stockholm School of Economics, http://www.hhs.se/EDUCATION/MSC/MSCGM/Pages/default.aspx
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Slides from the Jobsearch Masterclass held at La Trobe University on 18 July 2013. Topics covered include researching job opportunities, resume writing, interviews, psychometric testing, networking
Content Curation for Learning – Beyond the BasicsLearningCafe
Content Curation is rapidly becoming a key L&D skillset. But curation is almost as old as human civilisation itself and has been central to the media industry (newspapers). L&D is at the beginning of the content curation journey and may not be tapping into its existing body of knowledge and skills. We discuss with an experienced panel about current trends and better practices and in particular talk about using technology platforms to assist with curation
The #1 Reason Why Sales Coaching is Critical to your 2022 Sales SuccessAggregage
Join Tim Hughes, Author of Social Selling – Influencing Buyers and Changemakers and Co-Founder/CEO of Digital Leadership Associates, as he details how investing in sales coaching will teach your team how to navigate social media and therefore create greater sales success.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Do you want to improve your creative ability? This Curso de desarrollo de certificado de creativity – Development of Creativity Certificate Course course is designed to benefit you if you positively want to develop your creativity.
NAWI 2014: Open Badges for Workforce Development: Findings from the DPD ProjectNate Otto
Open badges have the potential to transform education credentials, especially because they can recognize the development of individual competencies that go unmentioned in traditional degrees and transcripts. The Design Principles Documentation Project studied 30 learning initiatives as they implemented digital badges and identified general design principles used by these projects. See some of our findings about badges, case studies in workforce preparation, and questions about implications of badges for workforce development.
Cultivating a Culture of ExperimentationOptimizely
By harnessing insights from experimentation, people across your organization can contribute ideas and decisions that take the customer experience to new levels. To take advantage of this, forward-thinking organizations are getting everyone involved in experimentation. These slides will share how General Assembly is cultivating a culture of experimentation and the impact it’s making company-wide.
Syllabus for my Managing Marketing Processes course in the MGM program at the Stockholm School of Economics, http://www.hhs.se/EDUCATION/MSC/MSCGM/Pages/default.aspx
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
Scanned with CamScanner
Scanned with CamScanner
INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
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Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
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Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
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TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
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Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docxtodd331
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HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
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1
STANDARIZATION OF A BASE
AND TITRATION OF A VINEGAR SOLUTION
ADDITIONAL READING
The concepts in this experiment are also discussed in sections 3.6 AND 17.3 of Chemistry and Chemical Reactivity by
Kotz, Treichel, Townsend and Treichel, and in sections 4.3b, 17.3a, and 17.3b of Mindtap General Chemistry by Vining,
Young, Day, and Botch
ABSTRACT
This experiment is divided into two parts. Each student is expected to perform the experiment individually.
In Part A, you will prepare a NaOH titrant solution, then standardize it (determine its exact concentration) using the acid
primary standard, potassium hydrogen phthalate, KHC8H4O4, frequently abbreviated as KHP. Note KHP is not a chemical
formula.
In Part B you will use your standardized NaOH solution to determine the molar concentration of vinegar (an acetic acid,
CH3COOH, solution), and convert this concentration unit to a mass percent concentration unit, and finally compare your
measured mass percent concentration to the value reported on the bottle.
BACKGROUND
TITRATIONS
One of the most useful strategies in analytical chemistry is to use a known reagent (known composition or concentration)
as a standard to analyze an unknown substance. A titration is an analytical procedure in which a solution of known
concentration, the standard solution, is slowly reacted with a solution of unknown concentration. The concentration of
the unknown solution can be easily calculated. Titration is often used to measure the concentration of an acid or base,
but it can also be used for any chemical reaction if the stoichiometry is known.
EXPERIMENTS 6 AND 7 ARE BOTH ACID BASE TITRATION EXPERIMENTS, QUITE SIMILAR TO EACH OTHER.
THE REASONS FOR DOING TWO TITRATION EXPERIMENTS
A. TO GIVE STUDENTS PLENTY OF OPPORTUNITY BOTH TO PERFECT THEIR TITRATION TECHNIQUE AND
TO LEARN TO DO THE CALCULATIONS;
B. TITRATION IS THE MOST IMPORTANT TECHNIQUE LEARNED IN CHEM 1033 LAB.
YOU WILL DO A PRACTICAL LAB EXAM AT THE END OF THE SEMESTER; IT WILL BE A VERY SIMILAR
TITRATION.
IT IS IMPORTANT TO REALIZE THAT TITRATION IS AN ACQUIRED SKILL, REQUIRING PRACTICE. MOST
STUDENTS ARE NOT PROFICIENT AT FIRST, BUT IF YOU WANT TO BECOME EXPERT AT IT, YOU WILL GET
THERE WITH PRACTICE.
It is critical that there be an observable change that signals that the titration is complete. This is called the endpoint,
since it signals the end of the titration, when the equivalents of titrant added just equal the equivalents of the analyte
unknown. When performing an acid-base titration, we commonly use an acid-base indicator that has one color before the
endpoint but changes sharply to a different color at the pH of the endpoint.
Titrations are carried out using a specialized piece of glassware called a buret, which is long tube with a dispensing valve.
The buret scale has graduated marks in units of 0.01 mL or 0.02 mL. You can apply the techniques used for readi.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Topic: Insert topic here. Introduction
Capture your audience’s attention with a quote, anecdote, or
personal experience
Build up to the main reason for the speech
Summarize the main idea and briefly state the main pointsFirst
Main PointSecond Main PointThird Main Point First Main
Point: Working with outline numbered text in Microsoft Word
Move an outline numbered item to the appropriate numbering
levelOn the Formatting toolbarTo demote the item to a lower
numbering levelClick a list numberClick Increase Indent. To
promote the item to a higher numbering levelClick a list
numberClick Decrease Indent
Help plan speech and “categorize the main points” (Benefits of
Outline, 1) Second Main Point: Creating a Microsoft
PowerPoint
3. Creating a PowerPoint presentation from a Word outline
PowerPoint uses the heading styles in the Word
documentHeading styles are applied when you use numbered
outlinesEach paragraph formatted with the Heading 1 style
becomes the title of a new slide, each Heading 2 becomes the
first level of text, and so on.
ProceduresOpen the document and use it to create a PowerPoint
presentation On the File menu, point to Send To, and then click
Microsoft PowerPoint
Create a PowerPoint presentation based on prepared notes Main
Point 3: Building on previous work
Use heading styles to create longer documents, view a
document's organization in Outline view, and prepare
PowerPoint that will enhance speech (Effective Use of
Powerpoint, 2)
To learn more about Outline view, review Microsoft Word Help
Conclusion
Restate your main pointsFirst Main PointSecond Main
PointThird Main Point
Summarize the presented ideas
Restate introduction or conclude with a compelling remark
4. Sources
1.Benefits of an Outline. (2015). Importance of an Outline.
Retrieved from
http://www.inspiration.com/visual-learning/outlining.org
2. Effective Use of PowerPoint. (2018). Retrieved from
https://www.effectiveuseofpowerpoint.edu
6. ~
..... tturse
Strategies for Creating Success in College and in Life
tturse
Strategies for Creating Success in College and in . Life
Eighth Edition
Skip Downing
~- CENGAGE
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Skip Downing
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To Carol, my compass
Preface xv
Acknowledgments xxv
11. Travel with Me xxv11
Contents
1 Getting On Course to Your Success 1
College Smart-Start Guide 2
Money Matters 5
Managing Money: The Big Picture 6
Increase Money Flowing In 7
Decrease Money Flowing Out 11
• TECH TIPS: MONEY 14
Understanding the Culture of Higher Education 14
The Surface Culture of Higher Education 16
One Dozen College Customs 16
Write a Great Life 20
12. JOURNAL ENTRY 1 21
Understanding the Expectations of College and University
Educators 22
Eight Key Expectations 23
• JOURNAL ENTRY 2 28
Understanding Yourself 29
What Does Success Mean to You? 29
Ingredients of Success 30
Assess Your Soft Skills for College Success 31
Forks in the Road 36
A Few Words of Encouragement 36
JOURNAL ENTRY 3 38
• ONE STUDENT'S STORY Jalayna Onaga 38
13. • Soft Skills AT WORK 39
2 Accepting Personal Responsibility 41
• CASE STUDY IN CRITICAL THINKING The Late Paper 42
Adopting a Creator Mindset 43
Victim and Creator Mindsets 44
Responsibility and Culture 45
Responsibility and Choice 46
vii
viii Contents
• JOURNAL ENTRY 4 48
• ONE STUDENT'S STORY Taryn Rossmiller 49
Mastering Creator Language 50
14. Self-Talk 50
The Language of Responsibility 53
• JOURNAL ENTRY 5 55
• ONE STUDENT'S STORY Alexsandr Kanevskiy 56
Making Wise Decisions 57
The Wise Choice Process 58
JOURNAL ENTRY 6 61
• ONE STUDENT'S STORY Freddie Davila 62
• Personal Responsibility AT WORK 62
• TECH TIPS: PERSONAL RESPONSIBILITY 64
Believing In Yourself Change Your Inner Conversation 65
The Curse of Stinkin' Thinkin' 65
Disputing Irrational Beliefs 67
15. Stereotype Threat 68
• JOURNAL ENTRY 7 69
• ONE STUDENT'S STORY Dominic Grasseth 70
3 Discovering Self-Motivation 71
• CASE STUDY IN CRITICAL THINKING Popson's Dilemma
72
Creating Inner Motivation 74
A Formula for Motivation
Value of College Outcomes
Value of College Experiences
JOURNAL ENTRY 8 79
74
76
78
16. • ONE STUDENT'S STORY Chee Meng Vang 80
Designing a Compelling Life Plan 81
Roles and Goals 81
How to Set a Goal 82
Discover Your Dreams 84
Your Life Plan 84
• JOURNAL ENTRY 9 86
• ONE STUDENT'S STORY Brandon Beavers 87
Committing to Your Goals and Dreams 88
Commitment Creates Method 88
Visualize Your Ideal Future 89
How to Visualize 90
17. Contents ix
• JOURNAL ENTRY 10 91
• ONE STUDENT'S STORY James Terrell 92
• Self-Motivation AT WORK 93
• TECH TIPS: SELF-MOTIVATION 95
Believing In Yourself Write a Personal Affirmation 96
Claiming Your Desired Personal Qualities 97
Living Your Affirmation 98
8 JOURNAL ENTRY 11 99
• ONE STUDENT'S STORY Tina Steen 100
4 Mastering Self-Management 101
• CASE STUDY IN CRITICAL THINKING The Procrastinators
102
18. Acting on Purpose 103
Harness the Power of Quadrant II 103
What to Do in Quadrants I and II 105
• JOURNAL ENTRY 12 106
• ONE STUDENT'S STORY Jason Pozsgay 107
Creating a Leak-Proof Self-Management System 108
Time and Culture 108
Weekly Calendar: For Tracking Recurring Scheduled Events
109
Monthly Calendar: For Tracking One-Time Scheduled Events
109
Next Actions List: For Tracking One-Time Unscheduled Events
110
Tracking Form: For Tracking Actions That Need to Be Repeated
Numerous Times 111
19. Waiting-For List: For Tracking Commitments That Others Have
Made to You 112
Project Folder: For Tracking and Managing Progress Toward a
Large Goal 112
The Rewards of Effective Self-Management 113
JOURNAL ENTRY 13 114
• ONE STUDENT'S STORY Allysa LePage 119
Developing Self-Discipline 119
Staying Focused 120
Being Persistent 121
Avoiding Procrastination 122
JOURNAL ENTRY 14 124
• ONE STUDENT'S STORY Holt Boggs 127
20. • Self-Management AT WORK 127
• TECH TIPS: SELF-MANAGEMENT 129
Believing In Yourself Develop Self-Confidence 130
Create a Success Identity 130
Celebrate Your Successes and Talents 131
Visualize Purposeful Actions 131
x Contents
• JOURNAL ENTRY 15 133
• ONE STUDENT'S STORY Ashley Freeman 134
5 Employing Interdependence 135
• CASE STUDY IN CRITICAL THINKING Professor Rogers's
Trial 136
Creating a Support System 137
21. A Sign of Maturity 137
Seek Help from Your Instructors 139
Get Help from College Resources 139
Create a Project Team 140
Start a Study Group 141
The Difference Between Heaven and Hell 142
• JOURNAL ENTRY 16 143
• ONE STUDENT'S STORY Mitch M ull 144
Strengthening Relationships with Active Listening 145
How to Listen Actively 146
Use Active Listening in Your College Classes 146
8 JOURNAL ENTRY 17 147
• ONE STUDENT'S STORY Teroa Paselio 148
22. Respecting Cultural Differences 149
Showing Respect 150
a JOURNAL ENTRY 18 154
• Interdependence AT WORK 155
• TECH TIPS: INTERDEPENDENCE 157
Believing In Yourself Be Assertive 157
Leveling 158
Making Requests 159
Saying #No" 160
• JOURNAL ENTRY 19 161
• ONE STUDENT'S STORY Amy Acton 162
6 Gaining Self-Awareness 163
• CASE STUDY IN CRITICAL THINKING Strange Choices
164
23. Recognizing When You Are Off Course 165
The Mystery of Self-Sabotage 165
Unconscious Forces 166
• JOURNAL ENTRY 20 167
• ONE STUDENT'S STORY Sarah Richmond 168
Contents xi
Identifying Your Scripts 168
Anatomy of a Script 169
How We Wrote Our Scripts 170
Self-Defeating Habit Patterns 172
• JOURNAL ENTRY 21 173
• ONE STUDENT'S STORY James Florio/Ii 174
24. Rewriting Your Outdated Scripts 174
The Impact of Outdated Beliefs 175
Doing the Rewrite 176
• JOURNAL ENTRY 22 176
• ONE STUDENT'S STORY Annette Vafle 180
• Self-Awareness AT WORK 181
• TECH TIPS: SELF-AWARENESS 183
Believing In Yourself Write Your Own Rules 183
Three Success Rules 184
Changing Your Habits 185
• JOURNAL ENTRY 23 186
• ONE STUDENT'S STORY Brandee Huigens 186
7 Adopting Lifelong Leaming 188
25. • CASE STUDY IN CRITICAL THINKING A Fish Story 189
Developing a Leaming Orientation to Life 190
Growth Mindsets and Fixed Mindsets 191
How to Develop a Growth Mindset 193
JOURNAL ENTRY 24 195
• ONE STUDENT'S STORY Jessie Maggard 196
Discovering Your Preferred Ways of Leaming 196
Self-Assessment: How I Prefer to Learn 197
JOURNAL ENTRY 25 200
• ONE STUDENT'S STORY Melissa Thompson 204
Employing CriticalThinking 204
Constructing Logical Arguments 205
Asking Probing Questions 206
26. Applying Critical Thinking 207
JOURNAL ENTRY 26 209
• Lifelong Learning AT WORK 209
• TECH TIPS: LIFELONG LEARNING 212
xii Contents
Believing In Yourself Develop Self-Respect 213
Live with Integrity (i.e., No Cheating or Plagiarizing) 213
Keep Commitments 215
• JOURNAL ENTRY 27 217
8 Developing Emotional Intelligence 218
• CASE STUDY IN CRITICAL THINKING After Math 219
Understanding Emotional Intelligence 220
27. Four Components of Emotional Intelligence 221
Knowing Your Own Emotions 222
JOURNAL ENTRY 28 223
• ONE STUDENT'S STORY Lindsey Beck 223
Reducing Stress 224
What Is Stress? 224
What Happens When Stress Persists? 225
Unhealthy Stress Reduction 225
Healthy Stress Reduction 226
Choose Your Attitude 232
• JOURNAL ENTRY 29 233
• ONE STUDENT'S STORY Jaime Sanmiguel 233
Increasing Happiness 234
28. Limits on Happiness 234
Savoring Pleasures 235
Gratitude 237
Engagement 237
Contribution 238
Strawberry Moments 238
• JOURNAL ENTRY 30 239
• Emotional Intelligence AT WORK 240
• TECH TIPS: EMOTIONAL INTELLIGENCE 242
Believing In Yourself Develop Self-Acceptance 242
Self-Esteem and Core Beliefs 243
Know and Accept Yourself 244
• JOURNAL ENTRY 31 245
29. • ONE STUDENT'S STORY Wynda Allison Paulette 245
Contents xiii
9 Staying On Course to Your Success 247
Planning Your Next Steps 248
Assess Yourself, Again 248
JOURNAL ENTRY 32 253
• ONE STUDENT'S STORY Stephan J. Montgomery 254
s A Toolbox for Active Learners 257
Becoming an Active Learner 257
Assess Your Study Skills for College Success 257
How the Human Brain Learns 261
Three Principles of Deep and Lasting Learning 262
30. The CORE Learning System 264
• ONE STUDENT'S STORY Kase Cormier 267
Reading 268
Reading: The Big Picture 268
Strategies to Improve Reading 269
Before Reading 269
While Reading 271
After Reading
Taking Notes
272
274
Taking Notes: The Big Picture 274
Strategies to Improve Taking Notes 275
Before Taking Notes 275
31. While Taking Notes 276
After Taking Notes 281
Organizing Study Materials 282
Organizing Study Materials: The Big Picture 282
Strategies to Improve Organizing Study Materials 282
Before Organizing Study Materials 282
While Organizing Study Materials 283
After Organizing Study Materials 288
Rehearsing and Memorizing Study Materials 290
Rehearsing and Memorizing Study Materials: The Big Picture
290
Strategies to Improve Rehearsing and Memorizing Study
Materials 291
Before Rehearsing and Memorizing Study Materials 291
While Rehearsing and Memorizing Study Materials 291
32. After Rehearsing and Memorizing Study Materials 295
• ONE STUDENT'S STORY Michael Chapasko 295
xiv Contents
Taking Tests 297
Taking Tests: The Big Picture 297
Strategies to Improve Taking Tests 297
Before Taking Tests 298
While Taking Tests 298
After Taking Tests 304
• ONE STUDENT'S STORY Ashley E. Bennet 306
Writing 307
Writing: The Big Picture 308
33. Strategies to Improve Writing 308
Before Writing 308
While Writing 311
After Writing 313
• TECH TIPS: ACTIVE LEARNING 315
Assess Your Study Skills for College Success-Again 316
Conversation with the Author 321
Bibliography 325
Index 327
On Course is intended for college students of any age who want
to create success
in college and in life. Whether students are taking a student
success or fust-year
seminar course, a writing course, or an "inward-looking" course
in psychol-
ogy, self-exploration, or personal growth, On Course is an
34. instruction manual
for dramatically improving the quality of their outcomes and
experiences. In
each chapter, students learn essential study skills; however,
that's just the begin-
ning. Through self-assessments, articles, guided journals, case
studies in critical
thinking, and inspiring stories from fellow students, On Course
empowers stu-
dents with time-proven strategies for creating a great life-
academic, personal,
and professional. Students learn the techniques that have helped
many thou-
sands of students create extraordinary success!
I am grateful that in the years since its first publication in 1996,
On Course
has becon1e a market leader in the crowded field of student
success texts.
Increasingly, educators are finding (as I have) that empowering
students to
become active, responsible learners produces significant
increases in both stu-
dent academic success and retention. In addition, the process
empowers the1n
35. to create great things in their personal and professional lives.
My goal is to make
this new edition of On Course even more helpful to the success
of students and
educators alike.
What's New in This Edition
of On Course: Highlights
• College Smart-Start Guide. Too many students get off course
in their
very first week of college. Author Skip Downing polled nearly
2,000 college
and university educators, asking them, "What do you
recommend that
your students do in the first week of college to get off to a good
start?"
The resulting"Smart-Start Guide" provides students with
essential first-
week actions recommended by the collective wisdom of this
large group
of educators. A new activity in the On Course Facilitator's
Manual engages
students in figuring out which of the actions these instructors
thought
36. were the 1nost important. When students follow through on
these actions,
they will lay an early foundation for their academic success.
• Understanding the Expectations of College and University
Educators. This essay and related journal entry help students
better
understand how to succeed in the culture of higher education. In
this
section, they learn "Eight Key Expectations" and "A Dozen
Differences
Preface
[On Course) is the
absolute best approach
for a first-year seminar/
college success class that
there is. The philosophy and
textbook are exactly what
students need.
Catherine Eloranto, Clinton
Community College
37. W e wanted a curriculum
that went beyond study
skills to address the
foundational needs of first-
year college students. On
Course causes students to
examine and reflect on the
causes of their successes
and setbacks. It challenges
students to go beyond the
obvious and really delves
into their motivations and
mindsets. Oh, yeah, and it
does a great job addressing
study skills too.
Ann Heiny, Armstrong
State University
xv
xvi Preface
38. There's nothing better than
On Course, as far as I'm
concerned.
Lisa Marks, Ozarks
Technical Community
College
On Course has made
a huge difference in the
students I work with. Most
of them see themselves
throughout the book, and
they are willing to make
changes to improve their
lives because of the content
of On Course.
Tanya Stanley,
San Jacinto College
The study skills sections
are clear, logically organized
and more adaptable as a
39. "how-to" guide than any
other texts of similar intent.
Judith Willner, Coppin
State University
between High School and College Culture:' This information
helps stu-
dents quickly understand which behaviors they can continue
doing and
which they will need to modify, change, or abandon.
• Tech Tips. Many websites and apps are available to help
students achieve
greater success. Most chapters now feature a Tech Tips section
that pro-
vides suggestions for free websites and apps that can help
students employ
the soft skills of personal responsibility, self-motivation, self-
management,
interdependence, self-awareness, lifelong learning, emotional
intelligence,
and believing in oneself, as well as hard skills related to
effective studying.
40. • Discussion about Avoiding Procrastination. Procrastination is
the
bane of many students' success. This discussion helps students
understand
why procrastination is so tempting and offers specific methods
for not
putting off until tomorrow what they would benefit from doing
today.
Included in the discussion is research from Dr. Dan Ariely,
Professor of
Psychology and Behavioral Economics at Duke University.
• A Sign of Maturity. This discussion offers an explanation
about the
various kinds of relationships in whicl1 people engage:
dependent,
co-dependent, independent, and interdependent. Advantages and
disad-
vantages of each are explained, and students are urged to use
college to
develop independence but also to recognize that there are many
occasions
when choosing interdependence is a true sign of maturity (not to
mention
improving one's chances of achieving a goal or dream).
41. • Increasing Happiness. This new article and accompanying
journal
entry explore the emotional intelligence skill of maximizing
happiness.
Drawn from the scientific research of positive psychologists,
students
learn a number of choices they can make to increase their
happiness. This
topic has recently gained much interest on college campuses.
For example,
when a course in Positive Psychology was first offered at
Harvard
University, it immediately became the university's most popular
course.
• Toolbox for Active Learners. Many On Course instructors
asked that
study skills be presented in one section (rather than distributed
through-
out the book). This edition honors that request. Unlike texts that
present a
long menu of study options, On Course organizes study skills
based on the
logical learning steps as identified by research on the brain and
42. effective
methods for learning. This section begins with a presentation of
the CORE
Learning Process, the four principles that-consciously or
unconsciously-
all good learners employ to create deep and lasting learning.
Students
discover how to use these four principles to learn any subject or
skill.
Each section of the Toolbox presents effective techniques for
one of the
study skills covered (reading, taking notes, organizing study
materials,
rehearsing and memorizing study materials, taking tests, and
writing
college-level assignments) and ends with an exercise to
reinforce the study
strategies presented therein.
• Study Skills Self-Assessment. In addition to placing all of the
study
skills in one section, this edition also offers a new Study Skills
Self-
43. Assessment. Students can take this self-assessment before
learning about
study skills and discover areas in which they are weak. At the
end of the
course, they can retake the assessment to see where they have
grown as
learners and where they may still need to improve. Students
have the
option of completing the assessment in either the text or
MindTap•.
• "One Student's Stories.n A popular feature in earlier
editions, these short essays -now numbering 29 in all- are
authored
by students who used what they learned from On Course to
improve the
quality of their outcomes and experiences in college and in life.
Videos
of many of the student-authors reading their essays may be
viewed in
Mind Tap.
• Convers ation with the Author. Since the first edition of On
Course
was published more than two decades ago, many students have
44. contacted
the author with thoughtful questions. This section includes some
of those
questions and Skip Downing's answers.
What's New in This Edition
of On Course: Chapter by Chapter
Chapter 1
• New "College Smart-Start Guide" provides students with 13
actions that
are important to getting off to a good start in college;
recommendations
are the result of a poll of 2,000 college educators.
• At the request of a number of On Course instructors, "Money
Matters" has
been moved to Chapter l, thus helping students early in the
semester to
reduce struggles caused by financial difficulties.
• New Journal Entry #2.
• New cartoon in "Understanding the Culture of Higher
Education:'
45. • New "Tech Tips: Money:'
• New article, "Understanding the Expectations of College and
University
Educators:' including a discussion of Eight Key Expectations
and A Dozen
Differences between High School and College Culture.
• New article, "Understanding Yourself,' including a section on
Ingredients
of Success.
• Revised #7 of the Self-Assessment: "Whether I'm happy or not
depends
mostly on me:'
• Moved article "Develop Self-Acceptance" and Journal 4 to
Chapter 8.
Preface xvii
I think these a re very
powerful stories .. .. It's
good for students to hear
46. that other students have
faced the same struggles
that they are going through
and they have achieved
success.
Kathryn Burk,
Jackson College
On Course is life-changing
for my students. I have seen
students evolve in ways they
never imagined in a matter
of a semester thanks to On
Course. I cannot imagine
using another book. No
other book encompasses
the reflective, introspective,
and success attributes that
On Course does. On Course
walks students through their
journey of self-discovery
and allows them to grow
into the student they have
always wanted to become.
47. Joselyn Gonzalez,
El Centro College
xviii Preface
Arr.tone who can
teach students personal
responsibility is high on my list
Debbie Unsold,
Washington State
Community College
O n several occasions, I
have had various members
of the same family in
different semesters of my
[On Course) class because
they value the learning so
much that they recommend
it to sisters/brothers/
48. children/uncles.
Sandra Lancaster, Grand
Rapids Community College
I 1ove On Course, and I use
it in my personal life as well
as preaching it in all of my
classes ... I have even used
it with the classes that I
teach in a women's shelter.
The concept of moving from
Victim to Creator puts the
individual in charge of their
life and I love that mindset
Pat Grissom,
San Jacinto College
Chapter 2
• New One Student's Story by Taryn Rossmiller, Boise State
University, ID.
• New cartoon in "Making Wise Decisions" section.
49. • New "Tech Tips: Personal Responsibility:'
Chapter 3
• New One Student's Story by Brandon Beavers, Highland
Community
CoUege, KS.
• New"Tech Tips: Self-Motivation:'
• New One Student's Story by Tina Steen, Chaffey College, CA.
Chapter 4
• Added Weekly Calendar to "Creating a Leak-Proof Self-
Management
System:'
• Repositioned "Time and Culture" section, discussing how
cultures differ
in their beliefs and attitudes about time and what college
culture's expec-
tations are about time.
50. • New information on avoiding procrastination in the
"Developing
Self-Discipline" article.
• New"Tech Tips: Self-Management:'
Chapter 5
• Added information to "Creating a Support System" on the
importance
of choosing wisely among various kinds of relationships:
dependent,
co-dependent, independent, and interdependent.
• Added parable, "The Difference between Heaven and HeU;' in
the "Creat-
ing a Support System" article.
• New One Student's Story by Mitch MulJ, Asheville-Buncombe
Technical
and Community College, NC.
• New One Student's Story by Teroa Paselio, Windward
Community
College, HI.
51. • New "Tech Tips: Interdependence:'
Chapter 6
• New"Tech Tips: Self-Awareness:'
Chapter 7
• New "Tech Tips: Lifelong Learning."
Chapter 8
• New article, "Increasing Happiness," presents research from
scientific
studies within the new field of positive psychology, including
both the
limits on increasing happiness as well as ways to become more
happy.
• New Journal Entry 30 regarding "Increasing Happiness."
• New "Tech Tips: Emotional Awareness~
52. • Moved article, "Develop Self-Acceptance; and Journal Entry 4
(now
Journal Entry 31) here from Chapter 1.
Chapter 9
• Revised #7 of the Self-Assessment: "Whether I'm happy or not
depends
ti .. 1nos yon me.
Study Skills: A Toolbox for Active Learners
• Repositioned study skills materials into one comprehensive
section, offer-
ing many strategies for Becoming an Active Learner, Reading,
Taking
Notes, Organizing Study Materials, Rehearsing and Memorizing
Study
Materials, Taking Tests, and Writing.
• New Self-Assessment of Study Skills, which students can take
both before
and after they explore the many strategies presented in the
Toolbox for
53. Active Learners. When the self-assessment is taken as a pre-
test, students
learn their strengths and weaknesses when it comes to learning.
When
the self-assessment is taken as a post-test, students learn which
areas they
have strengthened and which areas still need improvement.
• New One Student's Story by Michael Chapasko, Blinn College,
TX.
• New One Student's Story by Ashley E. Bennet, Heartland
Community
College, IL.
Proven Features of On Course
The Eighth Edition includes all of the best features of On
Course, updated and
revised fro1n the previous edition.
• Self-Assessment. On Course begins and ends with a self-
assessment
questionnaire of important non-cognitive skills ("soft skills").
Scores are
provided for self-responsibility, self-motivation, self-
54. management, inter-
dependence, self-awareness, lifelong learning, emotional
intelligence, and
belief in oneself. Imagine working with students '"'ho develop
strengths
in all of these inner qualities! Imagine how these qualities will
affect the
choices the students make and the outcomes and experiences
they cre-
ate. By completing the initial questionnaire, students
immediately see
areas of weakness that need attention. By completing the
concluding
Preface xix
[On Course) is directed
at students who live
complicated lives; the One
Student's Story feature
is always relevant to
somebody in the class. The
case studies are a great
way to start conversations
that focus on the most
55. urgent needs of students
who are often the first in
their family to navigate
college.
Michelle Cochran,
Rochester Community and
Technical College
The [On Course) curriculum
is written in a way so as to
assess study skills and soft
skills without intimidation
and provides infonnation
and exercises to develop
them. Most importantly, [it)
places emphasis on mastery
through reflection and
practice and offers a post
self-assessment in order for
the student and faculty to
measure accomplishment
and celebrate success!
56. Jill Beauchamp,
Washtenaw Community
College
xx Preface
The On Course book and
class have changed my
students' lives; it gives them
strategies to make wise
choices and decisions that
affect their college success,
as well as life success.
Students who had little hope
begin to have hope for their
lives and their futures.
Dorothy Collins, Eastern
Gateway Community
College
57. J ournaling is the heart
and soul of On Course. It
helps me check the pulse
of my students on a regular
basis. I have countless
testimonies from students
who describe the journaling
process as "life-changing."
The most reluctant students
who ultimately "give in" to
journaling often become
the most avid supporters
of On Course.
Gail Janecka,
Victoria College
I absolutely love these
[Case Studies for Critical
Thinking] and spend a lot of
time with each of them. My
favorite is •A Fish Story,"
and [I] start my semester
with this one. I get students
thinking about professors'
58. expectations, their own
expectations, motivation,
taking the initiative. being
prepared for class, and
being organized.
Cindy Thorp, SUNY Alfred,
College ofTechnology
questionnaire, students see their semester's growth. Students
have the
option of completing the self-assessment either in the text or
online
in MindTap•.
• Articles on Proven Success Strategies. Thirty-two short
articles
explain powerful strategies for creating success in college and
in life. Each
article presents a success strategy from influential figures in
psychol-
ogy, philosophy, business, sports, politics, and personal and
professional
growth. In these articles, students learn the "secrets" of
extraordinarily
59. successful individuals.
• Guided Journal Entries. A guided journal entr y immediately
follows
each article about a success strategy, giving students an
opportunity
to apply the strategy they have just learned to enhance their
results
in college and in life. Many instructors of the course say the
guided
journal writings are extremely powerful in helping students
make new
and more effective choices, thus improving their academic
success
and persistence.
• CORE Leaming System. All good learners e1nploy four
principles that
lead to deep and lasting learning. Students learn how to use
these four
principles to create their own system for learning any subject or
skill.
• Case Studies in Critical Thinking. Case studies help students
apply
60. the strategies they are learning to real-life situations. As such,
they help
prepare students to make wise choices in the kinds of
challenging situa-
tions they will likely face in college. Because case studies don't
have "right"
answers, they promote critical and creative thinking.
• Focus on Diversity. The challenges and opportunities of
interacting
with new cultures is introduced in the first chapter
("Understanding the
Culture of Higher Education"), is explored within many articles
(e.g.,
Responsibility and Culture), and is more extensively examined
in the
article "Respecting Cultural Differences."
• On Course Principles at Work. These sections in each chapter
show
how important the On Course success strategies (soft skills) are
for choos-
ing the right career, getting hired, and succeeding in the work
world.
61. Support Materials for Students
and Instructors
For additional information or for help with accessing support
materials
related to On Course, contact your Cengage Learning
Consultant. lf you need
help finding your learning consultant, visit www.cengage.com,
select "College
Faculty" from the "Information For ... " menu, and then dick
"Rep/Learning
Consultant" at the top right of the page.
SUPPORT FOR STUDENTS
• MindTap® College Success for On Course. MindTap® College
Success for On Course, Eighth Edition, is the digital learning
solution
that helps instructors engage and transform today's students into
criti-
cal thinkers. Through dynamic assignments and applications
that you
can personalize, real-time course analytics and an accessible
reader,
62. MindTap• helps you turn cookie-cutter into cutting-edge, apathy
into
engagement, and memorizers into higher-level thinkers.
Features include
digital versions of the self-assessments and journal entries,
videos, and
chapter quizzes and homework. MindTap® College Success for
On
Course, Eighth Edition, includes access to the College Success
Factors
Index (CSFI) 2.0, an online resource that assesses students'
patterns of
behavior and attitudes in ten areas that have been proven to
affect student
outcomes for success in college. It allows you to identify at-risk
students
with early-alert reporting, validate your college success
progran1 with a
post-course assessment of students' progress, and ilnprove your
institu-
tion's retention rates. Textbook-specific remediation helps your
students
strengthen the areas where the survey indicates they need
improve1nent
in order to achieve greater success in college. Ask your
63. Cengage Learning
Consultant for more details.
• College Success Planner. Instructors can package the On
Course text-
book with this 12-month, week-at-a-glance academic planner.
The
College Success Planner assists students in making the best use
of their
tilne both on and off campus and includes additional reading
about key
learning strategies and life skills for success in college.
SUPPORT FOR INSTRUCTORS
• Annotated Instructor's Edition. To help guide mstructors to the
many
mstructional resources found within the Facilitator's Manual,
the Anno-
tated Instructor's Edition (ISBN: 9781305647664) provides m
the margins
specific cross-references directly to ideas and activities
available in the
Facilitator's Manual. The cross-references are provided by Amy
Munson,
64. Director of Instructional Design, United States Air Force
Acade1ny, CO.
• Revised Facilitator's Manual. The Facilitator's Manual, now
offered
both in a printed version (ISBN: 9781305647671) and online at
the
Instructor Companion Site (see below for more information),
offers educa-
tors specific classroom activities and suggestions from author
Skip Down-
ing for using On Course in various kinds of courses, and it
endeavors to
answer questions that educators might have about usmg the
teJ.1:.
Additionally, the Facilitator's Manual includes "best practices"
provided by
On Course instructors; additional study skills activities written
by Melanie
Marine of the University of Wisconsm-Oshkosh; diversity
activities pro-
vided by LuAnn Wood and Christina Davis, both of Century
College;
Preface xxi
65. T he information about
diversity and culture that
is integrated throughout
the text is a much more
authentic way to discuss
diversity and ethnicity
rather than with a one-
chapter focus.
Linda McMeen,
North Hennepin
Community College
T he At Work sections give
students a specific venue
to see how the soft skills
they acquire will transfer to
career success. Semester
after semester students
will share how their work
situation improved as a
result of what they learned
and tried from the At Work
66. sections. These sections
are a natural fit in the On
Course chapters, and they
are packed with pertinent
information.
Gail Janecka,
Victoria College
xx i i Preface
I use On Course .. . because
the concepts are all so
valuable in the grand scheme
of life. In addition, they are
presented in a very user-
friendly way and the students
are encouraged to apply
them in college and in life, so
results are observable by the
end of the semester!
Jill Beauchamp,
67. Washtenaw Community
College
It is no exaggeration
to say this On Course
Workshop experience
was transformative-
both professionally and
personally. This workshop
will long remain a high
point of my life. I am feeling
energized and eager to
start teaching my class next
week. I can't wait to use all
of my new teaching tools. I
will absolutely recommend
this workshop to other
educators!
Lee Ann Adams, First-
Year Seminar Coordinator,
Indiana University East
68. suggestions for teaching in an online environment written by
Pratima
Sampat-Mar of Pima Medical Institute and for using MindTap®
in an On
Course program written by Angela C. Thering of Buffalo State
College; and
a guide for how to successfully integrate the College Success
Factors Index
(CSFI) with On Course written by Gary Williams of Crafton
Hills College.
One of the most popular elements of the On Course Facilitator's
Manual
is the numerous in-class exercises that encourage students'
active explora-
tion of the success strategies presented in the text. These
learner-centered
exercises include role-playing, learning games, dialogues,
demonstrations,
metaphors, mind-mappings, brainstorms, questionnaires,
drawings, skits,
scavenger hunts, and many other activities.
• Updated Instructor Companion Site. This free protected
website
provides educators with many resources to offer a course that
69. empow-
ers students to become active, responsible, and successful
learners. Read
the Facilitator's Manual (which is also offered in a printed
version, as
explained above), download Power Point slides, view content
from the
DVD On Course: A Comprehensive Program for Promoting
Student
Academic Success and Retention, and find a useful transition
guide for
educators who used previous editions of On Course. To access
the site,
follow these steps:
1. Visit login.cengage.com.
2. If you have not previously created a faculty account, choose
"Create a
New Faculty Account" and follow the prompts.
3. If you have created a faculty account previously, log in with
your email
address or user name and password.
70. 4 . Search for On Course to add the available additional digital
resources
to your bookshelf.
You will always need to return to log in.cengage.com and enter
your email
address and password to sign in to access these resources. Use
this space to
write down your email address or user name and password
below:
Email Address: _______________________ _
Password:-------------------------
• On Course Workshops and National Conference. Skip
Downing,
author of On Course, offers faculty development workshops for
all educators
who want to learn innovative strategies for empowering students
to become
active, responsible, and successful learners. These highly
regarded profes-
sional development workshops are offered at conference centers
across
71. North America, or you can host a one- to four-day event on your
own
campus. Online graduate courses (3 credits) are available as a
follow-up to
two of the workshops. Additionally, you are invited to attend
the annual On
Course National Conference, where hundreds of learner-
centered educators
gather to share their best practices. For information about these
workshops,
graduate courses, and the national conference (including
testimonials
galore), go to www.oncourseworkshop.com. Questions? Email
[email protected]
oncourseworkhop.com or call 650-365-7623.
• On Course Newsletter. All college educators are invited to
subscribe to
the free On Course e-Newsletter. More than 200,000 educators
worldwide
receive these emails with innovative, learner-centered strategies
for engag-
72. ing students in deep and lasting learning. To subscribe, simply
go to www
.oncourseworkshop.com and follow the easy, one-click
directions. Or you
can email a request to [email protected]
Preface xxiii
S ince first attending one
of the summer retreats in
1997, I've held nine full On
Course staff development
trainings for our college, and
I plan to offer more. They
are invaluable! I strongly
recommend this workshop
for all faculty, counselors,
advisors, administrators.
and support staff.
Philip Rodriquez,
Director, Student Affairs,
Cerritos College
73. Acknowledgments
This book would not exist without the assistance of an
extraordinary group of
people. I can only hope that I have returned (or will return)
their wonderful
support in kind.
At Cengage Learning, I would like to thank Amy Gibbons,
Marita Sermolins,
Erica Messenger, Aimee Bear, and Courtney Triola for their
wtlJagging atten-
tion to details and encouraging guidance. At Baltimore City
Community
College, my thanks go to my former colleagues, the dedicated
teachers of the
College Success Seminar. At On Course Workshops, thanks to
the extraordinary
support and wisdom of my colleagues and friends Jonathan
Brennan, Robin
Middleton, Deb Poese, Eileen Zamora, Mark McBride, Teresa
Ward, and
74. LuAnn Wood. Thanks also to the 2000+ On Course
Ambassadors, some of the
greatest educators in the world, who work tirelessly to introduce
their students
and colleagues to On Course. And especially Carol- your
unwavering love and
support keep me on course. You are rny compass.
Numerous wise and caring reviewers have made valuable
contributions
to this book, and many contributed exercises to the Facilitator's
Manual, and
I thank them for their contributions:
Susie P. Aceron, College of the Sequoias
Dawn Bartlett, SUNY Jefferson Community College
Jill Beauchamp, Washtenaw Community College
Susan Cain, Southwestern Community College
Rebecca Campbell, Northern Arizona University
Essie Childers, Blinn College - Bryan Campus
Michelle Cochran, Rochester Community and Technical College
Dorothy Collins, Eastern Gateway Community College
Kathleen Conway, College of the Sequoias
Audra Cooke, Rock Valley College
George Daniel, University of Tennessee at Martin
75. Christina Devlin, Montgomery College
Catherine EJoranto, Clinton Community College
Lalanya Ennis, College of the Mainland
Annette Fields, University of Arkansas at Pine Bluff
Debra Ford, Davidson County Community College
Janeth Franklin, Glendale Community College
Erin Frock, Truckee Meadows Comrnunity College
Joselyn Gonzalez, El Centro College
Maria E. Gonzalez, Broward College
Pat Grissom, San Jacinto College
Tuesday Hambric, Eastfield College
xxv
xxvi Acknowledgments
Dan Hayes, Chemeketa Community College
Gerald Headd, Cuyahoga Community College
Ann Heiny, Armstrong State University
Mark Hendrix, Palm Beach State College
David Hoffman, Southern State Community College
Gail Janecka, Victoria College
Dana Kermanian, Grayson County Junior College
76. Stephanie Kroon, State University of New York - Ulster
Sandra Lancaster, Grand Rapids Community College
Charlene Latimer, Daytona State College
Kristina Leonard, Daytona State College
Joy Lester, Forsyth Technical Community College
Lea Beth Lewis, California State University - Fullerton
Charlie Liebert, Davidson County Com1nunity College
Jacquelyn Loghry, Northwest Missouri State University
Kimberly Manner, West Los Angeles College
Lisa Marks, Ozarks Technical Community College
Kim Martin, Chemeketa Community College
Claire Maxson, Ivy Tech C01rununity College
Rebecca McElroy, Wharton County Junior College
Linda McMeen, North Hennepin Comn1unity College
Amy Munson, United States Air Force Acaden1y, CO
Aletia Norwood, Western Nebraska CC
Eva O'Brian, Midlands Technical College
Jennifer Palcich, University of North Texas
Taunya Paul, York Technical College
Adrienne Peek, Modesto Junior College
June Pomann, Union County College
Carrie Roberson, Butte College
Steve Schommer, San Diego City College
Jo Allison Scott, Northeast Wisconsin Tech College
Peter Shull, Pennsylvania State University
77. Thomas Skouras, Community College of Rhode Island
M. Somerville-Reeves, Delaware County Community College
Tanya Stanley, San Jacinto College
Jennifer Swartout, Heartland Commwlity College
Angela C. Thering, Buffalo State College
Debbie Unsold, Washington State Community College
Judy Weaver, Goshen College
Judith Willner, Coppin State University
Katie Woolsey, Cabrillo College/UC Santa Cruz
Finally, my deep gratitude goes out to the students who over the
years have
had the courage to explore and change their thoughts, actions,
feelings, and
beliefs. I hope, as a result, you have all lived richer, more
personally fulfilling
lives. I know I have.
Travel with Me
On Course is the result of my own quest to live a rich,
personally fulfilling life
and my strong desire to pass on what I've learned to my
78. students. As such, On
Course is a very personal book, for me and for you. I invite you
to explore in
depth what success means to you. I suggest that if you want to
achieve your
greatest potential in college and in life, dig deep inside
yourself, where you
already possess everything you need to make your dreams come
true.
During my first two decades of teaching college courses, I
consistently
observed a sad and perplexing puzzle. Each semester I watched
students sort
themselves into two groups. One group achieved varying
degrees of acade1nic
success, from those who excelled to those who just squeaked by.
The other
group struggled mightily; then they withdrew, disappeared, or
failed. But, here's
the puzzling part. The struggling students often displayed as
much acade1nic
potential as their more successful classmates, and in some cases
more. What, l
wondered, causes the vastly different outcomes of these two
79. groups? And what
could I do to help my struggHng students achieve greater
success?
Smnewhere around my 20th year of teaching, I experienced a
series of crises
in both my personal and professional lives. In a word, I was
struggling. After a
period of feeling sorry for myself, I embarked on a quest to
improve the quaHty
of my life. I read, I took seminars and workshops, I talked with
wise friends and
acquaintances, I kept an in-depth journal, I saw a counselor, I
even returned to
graduate school to add a master's degree in applied psychology
to my doctoral
degree in English. I was seriously motivated to change my life
for the better.
If I were to condense all that I learned into one sentence, it
would be this:
People who are successful (by their own definition) consistently
make wiser
choices than people who struggle. I came to see that the quaHty
of my life was
80. essentially the result of all of my previous choices. I saw how
the wisdom (or
lack of wisdom) of my choices influenced, and often
determined, the outcomes
and experiences of my life. The same, of course, was true for
my struggling
students.
For two and a half decades, I have continued my quest to
identify the inner
quaHties that empower a person to make consistently wise
choices, the very
choices that lead to success both in college and in life. As a
result of what
I learned (and continue to learn), I created a course at my
college called the Col-
lege Success Seminar. This course was a departure from
traditional student suc-
cess courses because instead of focusing primarily on study
skills and campus
resources, it focused on empowering students from the inside
out. I had come
to believe that most students who struggle in college are
perfectly capable of
earning a degree and that their struggles go far deeper than not
81. knowing study
skills or failing to use campus resources. As a result, I
envisioned a course that
xxvii
xxviii Travel with Me
would empower students to develop their natural inner
strengths, the qualities
that would help them make the wise choices that would create
the very out-
comes and experiences they wanted in college ... and in life.
When I couldn't
find a book that did this, I wrote On Course. A few years later, I
created a series
of professional development workshops to share what I had
learned with other
educators who want to see their students soar. Then, to provide
an opportunity
for workshop graduates to continue to exchange their
experiences and wisdom,
I started a listserv, and this growing group of educators soon
82. named themselves
the On Course Ambassadors, sharing On Course strategies with
their students
and colleagues alike. Later, I created two online graduate
courses that further
help college educators learn cutting-edge strategies for
empowering their stu-
dents to be more successful in college and in life. To launch the
second decade
of On Course, the On Course Ambassadors hosted the first of
many On Course
National Conferences, bringing together an overflow crowd of
educators hun-
gry for new ways to help their students achieve more of their
potential in col-
lege and in life. Every one of these efforts appeals to a deep
place in me because
they all have the power to change people's lives for the better.
But that's not the
only appeal. These activities also help me stay conscious of the
wise choices
I must consistently make to live a richer, more personally
fulfilling life.
Now that much of my life is back on course, l don't want to
83. forget how
I got here!
Getting On Course
to Your Success
Successful Students ...
.,.. accept personal responsibility, seeing
themselves as the primary cause of
their outcomes and experiences.
.,.. discover self-motivation, finding
purpose in their lives by pursuing
personally meaningful goals and dreams.
.,.. master self-management, consistently
planning and taking purposeful actions
in pursuit of their goals and dreams.
.,.. employ interdependence, building
mutually supportive relationships that
help them achieve their goals and dreams
84. (while helping others do the same).
Struggling Students • • •
.,.. see themselves as victims, believing
that what happens to them is
determined primarily by external forces
such as fate, luck, and powerful others .
.,.. have d ifficulty sustaining motivation,
often feeling depressed, frustrated, and/
or resentful about a lack of direction in
their lives .
.,.. seldom identify specific actions needed
t o accomplish a desired out come and,
when they do, tend to procrastinate .
.,.. are sol itary, seldom requesting, even
rejecting, offers of assistance from
those who could help.
2 Chapter 1 Getting On Course to Your Success
85. College Smart-Start Guide
If you've ever bought a new computer, you'll recall that it came
with a user's
manual. The user's manual- whether in print or online-was many
pages long
and contained all you needed to know to get the most from your
computer.
Think of On Course as your user's manual for higher education.
It explains
how to get the most out of college. In these pages, you'll
discover how to learn
effectively, how to get high grades, and how to earn the degree
you want. As a
bonus, many of the strategies you'll learn will help you achieve
success in other
key areas of your life, including your career.
Most computers also come with a brief guide that's only a few
pages long.
This guide describes the essential steps for getting your
computer up and run-
ning quickly and successfully.
86. This Smart-Start Guide has that same intention for college.
Complete the
following actions before the end of your first week in college,
and you'll be off
to a great start. Some of these actions can be done in a few
minutes. Others take
longer. You can do them in any order you choose.
So, read and do the lucky 13 actions below. Be s1nart-complete
one of them
right now. Do a couple more every day, and you'll have them all
done by the end of
your first week. By then, you'll be on course to great success in
higher education.
WHAT TO DO DURING YOUR FIRST WEEK IN COLLEGE
1. Leam your campus. Find out where things
are so you begin to feel comfortable. What's
If your campus offers tours, take one. If not,
ask a college employee or an experienced
student to show you around. Or ask another
first-year student to join you on a self-guided
tour. As a last resort, explore on your own.
87. in the various buildings? Where will you find
the many services designed to help you suc-
ceed? To orient yourself, get a campus map.
There's probably one on your college's website.
See if you can fill in the location and hours for
all of the services listed in Figure 1.1.
Service Location Hours
College Bookstore
-
Advising Office
Counseling Office
Student Activities Office
Financial Aid Office
Career Center ..._ -
Registrar's Office -,...
Library
88. -
.I!'
!
j
Tutoring or Academic Support -
FIGURE 1.1
College Smart-Start Guide 3
Service Location Hours
Computer Center or Lab
Dining Facilities
Fitness Center
r--
Athletic Facilities
89. Student Center
Copy Center
Public Safety
Health Services
Other?
Other?
FIGURE 1.1 (Continued)
2. Locate your classrooms. Find and visit
every room in which you have a class. Noth-
ing ruins your first week like missing classes
because you can't find the rooms. You'll
likely find a List of your courses and class-
rooms on the document you received 'vhen
you registered. Use this information to fill in
the first two columns in Figure 1.2.
3. Learn your instructors' names, office
locations, and office hours. Instructors'
90. names are usually listed on your registration
document next to each course. If an instruc-
tor is listed as "TBA"-or something other
than a name-an instructor has not yet been
assigned to the class. (TBA stands for "To
Be Announced:') In that case, you'll need
to get your instructor's name at the depart-
ment office or the first class meeting. On
Figure l.2, record your instructors' names,
office locations, and office hours. Office
hours are times when instructors are in their
office and available for appointments ... and
you'll want to make an appointment soon.
This additional information will likely be on
the first-day handout for each class. (A first-
day handout is often called a "syllabus.")
4. Study- don't just skim - the first-day
handout (syllabus) for each course. The
syllabus is a contract between you and your
instructor. In it, he or she presents essential
information about the course. Typically, a
syllabus contains ...
91. a) a course description (often the same
description as in the college catalogue)
b) learning objectives (what you are expect-
ed to learn in the course)
Course Classroom Instructor Office Office Hours
-
FIGURE 1.2
4 Chapter 1 Getting On Course to Your Success
c) homework assignments (probably every
assignment for the entire course)
d) exam schedule (when you'll be tested)
e) how your final grade will be determined
(how much each assignment is worth)
f) course rules (what to do and not do,
92. along with consequences)
g) Internet address (if course materials are
posted online)
h) information about the instructor (name,
office location, and office hours)
The syllabus may be the single most important
document your instructors provide, so read
it carefully. Now is the time to ask questions
about the syllabus. Your instructor will assume
that if you stay in the course, you understand
the syllabus and agree to abide by it.
5. Get all of your learning supplies. Every
job has both a purpose and essential tools.
Job # 1 in college is deep learning. So, make a
list of all of the supplies you'll need to learn,
such as textbooks, a computerflaptop/tablet,
calculator, notebooks, three-ring binders,
notepaper, pens, monthly calendars, weekly
calendars, folders, and flash drives. Of these
supplies, arguably the most essential are your
textbooks. Required texts are listed in each
93. syllabus (first-day handout). They can be
purchased in your campus bookstore and
perhaps online as well. Ideally, you'll have
your textbooks in hand before your first
class n1eeting. At the latest, get them before
the end of Week 1, because any later can sab-
otage your success. College instructors 1nove
quickly and expect you to come to class pre-
pared. [fit's Week 3 and you're just starting
to read your assignments, your chances of
success plunge.
6. Create a schedule. Adding college assign-
ments and activities to your life can be
overwhelming. A schedule is essential
for getting everything important done on
time. Whether your schedule is on paper,
on your smartphone, online, or you use
some other method, tracking your commit-
ments is essential. Make a weekly schedule
showing recurring events such as classes,
study times, or work. Make a monthly
calendar showing due dates for occasional
events such as a test, term paper, or meet-
ing with an instructor. You'll find weekly
94. and monthly calendars in the section called
"Creating a Leak-Proof Self-Management
System" in Chapter 4.
7. Get comfortable with campus technology.
The use of technology is com1non on college
campuses. Check each course syllabus to
see what technology your instructors expect
you to use. They may send you course
updates using campus en1ail. Or expect you
to access online resources for their classes.
You may be taking a class that is offered
partly or entirely online via a course man-
agement system (CMS). Some of the more
common course management systems are
Blackboard (BB), Desire to Learn (D2L)
and Moodie. It's possible your instructor
will arrange some technology help for your
class. Nevertheless, be proactive. Go to your
campus computer lab and see if an orienta-
tion is offered. If not, ask someone in the
computer lab to help you learn what you
need to know (as defined in each course syl-
labus). Or find a classmate with good tech-
nology skills and ask for help.
95. 8. Manage your money. Money problems
have sabotaged many students' success in
college. Some have had to drop out of col-
lege to work. Others have tried working
full-time while attending college, but they
became overwhelmed. An important step
toward understanding your financial situa-
tion is creating a budget. That will tell you
(in case you don't already know) if money
is going to be an obstacle to your success in
college. If you're serious about your educa-
tion, there are many options to help you
overcome the money obstacle. You'll find
1nany suggestions about money manage-
1nent in the next section of this chapter,
"Money Matters."
9. Set goals for each course. Make a list of
your courses. Next to each one, write your
target grade for the course. Then write a
goal for the most important thing or things
96. you want to learn in the course.
10. Attend all classes and arrive on time.
Class attendance is essential to success in
college. Remember, Job # 1 as a student is
deep learning, and learning starts in the
classroom. Many co!Jege instructors do not
take attendance, but don't mistakenly think
that means you don't need to be there.
11. Participate in every class. Active engage-
ment is the key to deep learning. Attend
each class having done all assignments
beforehand. Ask questions about your
homework. Answer questions your instruc-
tor asks. When an instructor facilitates
an activity, she's intending that you learn
Money Matters
Money Matters 5
something important through the experi-
ence. Participate at a high level and look for
the learning.
97. 12. Complete and hand in all assignments
on time. Make a list of all assignments due
in week one (and beyond). Record them,
along with test dates, on your monthly cal-
endar so you can see them coming. Check
them off as you finish each one. Here's the
double benefit. First, you'll learn more
when you attend classes having completed
all assigned homework. As a bonus, you'll
reduce the stress that many first-year college
students experience when they fall behind.
13. Commit to your success. At the end of
your first week, think back over your expe-
riences with each course. Be honest with
yourself. Will you make the time necessary
to do all of the work? Are you prepared
to give the course your best effort? If not,
discuss your concerns with your advisor
or a counselor. If your concerns continue,
now may be the time to drop the course
(and perhaps pick up another course in
its place). But if your answer is "yes" to
doing all of the course work and giving it
98. your very best effort, then write out this
solemn commitment and post it where you
will see it every day: I promise myself to
give a 100 percent effort every day to every
course. Nothing will keep me from achieving
success!
If lack of money could be an obstacle to your college success,
get your finances
in order now ... not after it's too late. There's no point heading
off on a journey
knowing you'll run out of fuel before reaching your destination.
The good news is that the efforts (even sacrifices) you make
now will likely
pay off in the future. Check out Figure 1.3 to see how level of
education affects
earnings and unemployment. Clearly, earning a degree increases
the likelihood
of greater abundance. Sadly, however, many students' money
problems keep
6 Chapter 1 Getting On Course to Your Success
99. I Level _o_f_E_d_u_c_a_t_io_n ___ "--M_e_d_i_a_n_E_arnings
Unemployment Rate ]
Less tha h h h I d I na ig SC 00 ip oma $ 11 24,544 .0%
-
High SC hool diploma, no college $33,852 7 .5%
Some co liege, no degree $37,804 7 .0%
Associa te degree $40,404 5 .4%
Bachelo r's degree $57,616 4 .0%
Master's degree $69, 108 3 .4%
Doctora I degree $84,396 2 .2o/o
Professi onal degree $89,128 2 .3%
-
FIGURE 1.3 Yearly Salaries and Unemployment Rates by
Levels of Education
(25 and older)
100. Source: U.S. Bureau of Labor Statistics, Current Population
Survey, 2013.
them from completing the very degree that would help them
achieve that abun-
dance. They work so many hours that their learning and grades
suffer. Still oth-
ers drop out of college because of lack of money. If money
problems threaten
your college degree, read on.
In this section, you'll learn some of the basics of money
management.
There is, of course, much more to know. But if you effectively
apply these strat-
egies, you can look forward to building the financial resources
that will see you
though to graduation.
MANAGING MONEY:THE BIG PICTURE
When I was a new college instructor, a colleague and I were
complaining one
day about how little money we were making. Both of us had
young families,
and our salaries barely got us from paycheck to paycheck. One
101. day we decided
to stop complaining and do smnething about it. Boldly, we
decided to award
ourselves a raise.
To do so, we brainstormed how we could save or earn more
money. Our
first discovery was that we were both paying about $6 a month
for our checking
accounts. We switched to free checking and gave ourselves an
instant raise of
$72 a year. By itself, that was no big thing. But we also thought
of 21 other ways
to make or save money. All told, our new choices amounted to
an increase of
nearly $2,000 a year for each of us. That was the beginning of
our realization
that we had more control over our money than we had thought.
As you examine the following strategies, keep in mind the big
picture of
managing money. Do everything legal to increase the flow of
money into your
102. personal treasury and d ecrease the flow of money out. The
better you become
at these complementary skills, the more money you will have to
enhance
your life and the lives of the people you love. There is great
abundance on our
planet, and there is no reason why you shouldn't enjoy your
share of it.
INCREASE MONEY FLOWING IN
1. Create a budget. A budget helps you define and achieve your
goals. It
helps you 1nake important decisions about the dollars flowing
in and out of
your life. Beginning your budget is as simple as filling out the
My Financial
Plan worksheet on the next page. As a guideline, some financial
experts
suggest that expenditures in a healthy budget should be dose to
the follow-
ing percentages of your net income (i.e., the money remaining
after deduct-
ing federal, state, and local taxes):
103. 31% Housing
20% Transportation
16% Food
8% Miscellaneous
7% Entertainment
7% Savings
6% Clothing
5% Health
Obviously, after subtracting all of your expenses from your
income, your
goal is to have a positive and growing balance. If you have a
negative bal-
ance, with each passing month you'll slide deeper into debt. To
avoid debt,
you need to increase your income, decrease your expenses, or
both.
104. 2. Find a bank or credit union. A bank or credit union helps you
manage
your money with services such as checking accounts, savings
accounts, and
easy access to cash through automated teller machines (ATMs).
Your ideal
financial institution offers a free checking account that requires
no minimum
balance and pays interest. Further, it offers a savings account
with co1npeti-
tive interest rates. And, finally, your ideal financial institution
offers free use
of its ATMs and those belonging to other banks or credit unions
as well.
If you need to pay for any of these services, seek to minimize
the yearly cost.
Credit unions typically offer lower rates on these services than
do banks.
To fmd credit unions near you, use the search feature at
creditunion.coop.
Whether your checking account is with a bank or a credit union,
be sure to
balance your account regularly. This will save you the expense
of bounced
(rejected) checks because of insufficient funds.
105. 3. Apply for grants and scholarships. These are financial awards
that do
not have to be repaid. For United States residents, a great place
to get an
overview of financial aid sources online is at
ed.gov/fund/grants-college
.ht1nl. The process of applying for financial aid dollars begins
with the
FAFSA, which stands for Free Application for Federal Student
Aid Using
Money Matters 7
8 Chapter 1 Getting On Course to Your Success
M y Finan cial Plan
Step A : Monthly Income Amount Balance
Support from parents or others
Scholarships
106. Loans
Investments
Earned income
Total Monthly Income (A )
Step B: Necessary Fixed Monthly Expenses
Housing (mortgage or rent)
Transportation (car payment, insurance, bus pass, car pool)
Taxes (federal and state income, Social Security, M edicare)
Insurance (house, health, and life)
Child care
Tuition
Bank fees
107. Debt payment
Savings and investments
Necessary Fixed Monthly Expenses (Bl
Step C: Necessary Variable Monthly Expenses
Food and personal care items
Clothing
Telephone
Gas and electric
Water
Transportation (car repairs, maintenance, gasoline)
Laundry and dry cleaning
Doctor and medicine
Books and software
108. Computer/lnternet access
Total Necessary Variable Monthly Expenses (C)
Step D: Optional Fixed and Variable Monthly Expenses
Eating out (including coffee, snacks, lunches)
Entertainment (movies, theater, night life, babysitting)
Travel
Hobbies
Gifts
Charitable contributions
M iscellaneous (music, magazines, newspapers, etc.)
Total Optional Variable Monthly Expenses (D)
Money Remaining or Owed at End of Month (A - B - C - D = 7)
109. information you report on this form, the government decides
what you or
your family can afford to pay toward your education and what
you may
need in the way of financial assistance. Get copies of the form
from your
college's financial aid office or online at fafsa.ed.gov. You'll
find a "fore-
caster" at this site that will help you estimate the amount of
financial aid
you can expect to receive. The deadline for completing the
FAfSA form
is early July. However, some colleges use the information from
the FAFSA
form to determine their own financial aid, so be sure to check
your school's
deadline or you could be out ofluck (and money) for that year.
The benefit of qualifying for grants and scholarships is that,
unlike
loans, you don't need to pay them back. Federal Pell Grants
provide fman-
cial support to students with family incomes up to $50,000;
110. however, most
Pell awards go to students with fantlly incomes below $20,000.
With a maxi-
mum award in 2014-15 of$5,730, the amount of each Pell Grant
depends
on four factors: 1) financial need, 2) cost of the college, 3) full-
or part-time
enrollinent, and 4) attendance for a full acade1nic year or less.
Effective
July 2012, you can receive a Pell Grant for only 12 semesters,
or approx:i-
n1ately six years. You can get comprehensive information from
the Federal
Student Aid Information Center in Washington at
studentaid.ed.gov.
You can also search without cost for scholarships at Internet
sites such
as bigfuture.collegeboard.org/scholarship-search,
collegeanswer.com, and
fastweb.com. Perhaps most important, spend time with a
counselor in your
college's financial aid office and let him or her help you get
your share of
the financial support available for a college education. With all
111. of these
resources, there's no need to pay a private service to find you
scholarships.
Ron Smith, former head of financial aid at Baltimore City
Community
College, offers this advice: "Students should apply early,
provide accurate
information, and follow up until an award has been received:'
4. Apply for low-cost loans. These are financial awards that do
need to
be repaid. Stafford Loans (staffordloan.com) are guaranteed by
the federal
governn1ent, so they generally offer the lowest interest rates.
Depending on
financial need, Stafford Loans may be up to $3,500 per year for
first-year
students, $4,500 for sophomores, and $5,500 for juniors and
seniors. As
of this writing, the maximum total loan is $23,000. The U.S.
government
pays interest costs until repayment begins, which is usually
after gradua-
tion. Unsubsidized Stafford Loans do not depend on financial
need, but the
112. interest accumulates while you are in college.
Other federally guaranteed student loans include PLUS loans
(1nade to
students' parents) and Perkins Loans (for lower-income
students). You 1nay
be approved for more loan money than you actually need and be
tempted to
borrow it all; just remember that what you take now, you'll need
to repay later.
You don't want to finish your education with the burden of an
unnecessarily
large debt. The standard repayment plan for student loans is
equal monthly
payments for 10 years. That's a long time to pay for an earlier
bad choice.
Money Matters 9
10 Chapter 1 Getting On Course to Your Success
Here's one last caution about loans: A report by the Brown
Center on
113. Education Policy at the Brookings Institution found that many
students
didn't realize that money they received was a loan that needed
to be repaid.
ln fact, 28 percent of students who did have federal loans
reported they did
not have federal loans and 14 percent reported that they had no
loans at all.
Confusion about what they've borrowed, the report concludes, is
"almost
certainly leading some students into decisions that they later
come to
regret:' The lesson? Make sure you know how much money you
get for col-
lege is a loan and will need to be paid back.
5. Work. Even with grants, scholarships, and low-cost loans,
many college
students need employment to make ends n1eet. If this is your
situation,
use your financial plan to figure out how much money you need
each
month beyond any financial aid. Then set a goal to earn that
amount
while also getting work experience in your future field of
114. employment. ln
other words, your purpose for working is both to make money
and to get
valuable employment experience and recommendations. In this
way, you
make it easier to find employment after college and perhaps
even nego-
tiate a higher starting salary. One place that may help you
achieve this
double goal is your campus job center. Additionally, on some
campuses,
instructors are able to hire student assistants to help them with
their
research.
lf you try but can't find employment that provides valuable
work expe-
rience (or you're not sure what your future employment plans
are), seek
work that allows you to earn your needed income in the fewest
hours-
saving you time to excel in your studies. You may do well by
creating a
high-paying job for yourself by using skills you already possess
(or could
115. easily learn). For example, one student I know noticed that eacli
autumn
the rain gutters of houses near his college became clogged with
falling
leaves. With a leaf blower and ladder in hand, he knocked on
doors and
offered to clean gutters for only $20. Few homeowners could
resist such a
bargain. Averaging two houses per hour, he earned nearly $700
each fall
weekend.
6. Save and invest. If you haven't done so already, open a
savings account
and begin making regular deposits. You can probably save $20
per n1onth
just by giving up a pizza and a n1ovie. Set a goal to accumulate
a financial
reserve for emergencies equal to three months' living expenses.
After that,
consider making regular deposits in higher-income investments
such as
stocks, bonds, and 1nutual funds. These are topics beyond the
scope of
this book but well worth your effort to research. To gain
116. practical experi-
ence and guidance, you may want to join (or start) an
investment club on
your campus. By investing money regularly, you'll benefit from
compound
interest (earning interest on interest). In this way, even people
with mod-
est incomes can accumulate significant wealth. A way to make
your sav-
ings grow even faster is to invest in a tax-deferred retirement
account.
The money you deposit isn't taiced until you withdraw it many
years later,
increasing the amount you can potentially save by thousands of
dollars. You
can open such an account through your employer (who may
even make
additional contributions) or by opening an IRA (Individual
Retirement
Account) on your own.
DECREASE MONEY FLOWING OUT
117. 7. Lower transportation expenses. Cars are expensive. Beyond
car pay-
ments, there are costs for insurance, registration, regular
maintenance,
gasoline, repairs, tolls, and parking. And if you're under 25,
you'll pay more
for insurance than someone over 25 (especially young men,
whose rates are
double or triple those of older men). So, if money is tight,
consider getting
along without a car for now. If you live on campus, this option
should be
fairly easy. If you commute, you could use public transportation
or offer gas
money to a classmate for rides to school.
8 . Use credit cards wisely. You'll probably be swamped with
invitations
to open credit card accounts. You're not alone. "These credit
card issu-
ers circle the campus like sharks circling a fish;' says Elizabeth
Warren,
senior senator from Massachusetts and former Harvard Law
School
118. professor. So, first, consider whether you should even have a
credit card.
Visa, MasterCard, and other credit cards provide you with
short-term
loans to purchase anything you want up to your credit limit.
These com-
panies are counting on you to postpone paying off the loan past
the due
date. That's when you start paying interest at their high rates.
The conse-
quences to your finances can be staggering. Suppose you're 20
years old,
owe $3,500 on a credit card that charges 17 percent interest and
you reg-
ularly pay the minimum charge. You won't pay off that debt
until you're
53 years old, and the amount you will ultimately pay is nearly
$11 ,000!
And if you ever miss a payment, you'll incur a triple penalty.
First, you'll
be charged a late fee that can be as much as $35 for being even
one day
overdue. Next, some banks punish late payers by raising their
interest
rates to "penalty rates" of 20 percent or more. Finally, late
119. payments can
show up on your credit report, making it difficult for you to get
loans
for a car, house or other big-ticket items. How serious is the
problem
of credit card misuse by college students? One widely quoted
statement
attributed to an administrator at the University of Indiana noted,
"We
lose 1nore students to credit card debt than to academic failure:'
So, use
a credit card only if you can discipline yourself to pay off most,
and
preferably all, of your balance every month. If you can't, a
wiser choice
would be to cut up your credit cards- or not even apply for one
in the
first place.
9. Choose credit cards wisely. If you decide that you do have
the discipline
to use a credit card wisely, realize that all credit cards are not
created equal.
Money Matters 11
120. 12 Chapter 1 Getting On Course to Your Success
Compare your options and choose the one with the lowest
interest rates, the
longest grace period (time you get to use the money before
paying interest),
and the lowest annual fee (preferably free). Some cards offer a
reward for
using them, such as cash back or frequent flyer miles. To find
the best deals
on credit cards, visit Internet sites such as bankrate.com or
cardratings.com.
10. Use debit cards wisely. A debit card is similar to a credit
card. The dif-
ference? The money comes not as a loan from the credit card
company but
as a withdrawal from your own checking account. Here's the
danger. You
may forget to record every purchase made on your debit card, as
you more
likely would if you wrote a check. Consequently, you can easily
121. overdraw
your checking account and incur financial penalties for bounced
checks.
Use a debit card only if you have the discipline to track every
use and keep
your checking account balance current.
11. Use ATM cards wisely. An ATM card, like a debit card,
draws from your
personal accowlt., but here the withdrawal is in cash. ATM
cards are so
easy to use that some financial experts refer to them as "death
cards'.' Say
you withdraw $100 in cash on Monday, and by Thursday the
money has
dribbled away. So you take out another $100, and that
disappears by the
weekend. After a couple of weeks like this, your money runs out
before the
month does, and you're slipping ever deeper into debt. Use an
ATM card
only if you have the self-discipline to check your remaining
balance after
every withdrawal
122. 12. Pay off high-rate debt. Suppose you pay off a loan (such as
a credit card
balance) that charges 17 percent. That's the same as investing
your money
at a guaranteed 17 percent rate of return. Better yet, the 17
percent return
is tax free, so you're actually earning a much greater return!
Compare that
to the puny interest rate you'd be earning in a savings account.
Don't have
extra money in savings to pay off money you owe? A variation
is to transfer
debt from high-interest-rate loans to lower-interest-rate loans
(but watch
carefully for hidden transfer costs on some accounts).
13. Avoid credit blunders. There are serious consequences for
being finan-
cially irresponsible. Every time you create a debt, national
credit agencies
keep a record. When you later apply for credit, potential lenders
can view
your credit history for at least the past seven years. Thjs data
tells lenders
whether you are a good or bad risk. If you're seen as a bad risk,
123. your applica-
tion for a car or house loan 1nay be turned down. Or you may
be offered a
loan with extremely lugh interest rates. Your credit report might
even wind
up in the hands of a potential landlord or e1nployer. This
information could
affect your ability to rent an apartment or even get your dream
job. Bottom
line, unwise financial choices in the present will follow you for
years. To view
your present credit report and verify its accuracy, order a copy
from Equifax
at 800-685-1111 (equifax.com), Experian at 888-397-3742
(experian.com),
or Trans Union at 800-888-4213 (transwlion.com). Depending
on where you
live, the report will range in cost from free to about $8. At
annualcreditreport
.com you can get a free credit report for all three agencies once
a year. If you
make a credit blunder, immediately contact the company you
124. owe and work
out a payment schedule. The sooner you clean up your credit
report, the
sooner your past mistakes will stop sabotaging your future. If
you need help
with debt, contact the National Foundation for Credit
Counseling (NFCC)
for low- or no-cost credit assistance at 800-388-2227 (nfcc.org).
14. Use tax credits. Tax credits are expenses you can subtract
directly from
your federal income tax. If you're paying for college yourself,
you may
be eligible for an American Opportunity Tax Credit of up to
$2,500 in
your first four years. For details on this tax credit (as well as
the Lifetime
Learning Credit), go to irs.gov/uac/Tax-Benefits-for-Education:
-Information-Center
15. Avoid the "Let's Go Out" trap. Someone calls and says,
"Let's go out?'
You 1neet for food or drinks and spend $20 ... or more. Do this
a couple
tiJnes a week and you'll wind up dropping hundreds of dollars a
125. 1nonth
into a deep, dark hole. One student reported that even after she
ran out of
money for the month, friends would say, "Oh, c'mon out wit11
us. I'll loan
you the money:• That meant she was already spending next
month's money.
By all means, put entertainment money into your monthly
financial plan,
but, when it's gone, have the self-discipline to stop going out.
Instead, invite
friends over and make it BYO-Bring Your Own. Or you could
make a
great choice by staying home and studying. Studying costs you
nothing now
and makes a great investment in your future income.
16. Track your spending. To plug a leak, you have to know
where it is. So,
carry a notepad with you for at least a week and record every
penny you
spend. (I know, doing this is a pain, but the benefit is worth it!)
Exam-
ine your recorded expenses and look for financial leaks that
don't show
126. up in your financial plan. One student was shocked to discover
that he
was spending an average of $24 per week ($1,248 per year!) on
fast-food
lunches; he started packing his lunch and saved a bundle.
17. Examine each expense line in your financial plan for
possible
reductions. Here are some of the money-saving options my
students
have come up with: Find a roommate to reduce housing costs.
Car pool to
share commuting costs. Cut up credit cards. Pack lunches
instead of eatiJ1g
out. Change banks to lower or eliminate monthly checking fees.
Exchange
babysittiJ1g with fellow students to minimize child-care
expenses. Shop at
discount clubs and buy non-perishables (such as toilet paper and
laundry
detergent) in bulk. Join family/friends discounts for cell phones.
Read mag-
azines and newspapers at the library, instead of buying them.
Pay creditors
on time to avoid penalty charges. Delay purchases until the item
127. goes on
sale {such as right after Christmas). Find other money-saving
ideas on the
Internet at lowermybiUs.com.
Money Matters 13
14 Chapter 1 Getting On Course to Your Success
MONEY MANAGEMENT EXERCISE
To help increase your flow of money in, make a
list of skills you have that you could possibly turn
into a high-hourly-wage self-employment oppor-
tunity. To help decrease your flow of money out,
make a list of choices you could make that would
each save you $25 or more per year. If you need
help, try an Internet search for "saving money"
TECH TIPS: Money
Mint is the top money management tool (5 out
of 5 stars) recommended by Personal Comput-
128. ing magazine. The software connects to all of
your online financial institutions, such as banks
and credit unions, which means you must pro-
vide your login information. The program tracks
your personal finances and helps you budget
your money. (Web, Android, and iOS)
LearnVest, which provides paid financial plan-
ning services, also offers the option to sign up
for free email newsletters filled with extensive
tips for budgeting, saving money and other
financial topics. (Web; iOS)
BudgetSimple.com offers an easy-to-use
online budget that (unlike Mint) does not need
to be linked to your financial institutions. It
promises to help you understand where your
money is leaking out and ways to cut off the
or"budget tips:' Compare your two lists with
those of classmates to see if you can find addi-
tional choices you didn't think of. Add up all of
the items on your list (income and outflow) and
see how much you could improve your financial
picture in one year by making these choices.
129. You'll find more wise advice about managing
your money at bettermoneyhabits.com.
flow. The free plan offers options for creating a
budget and reports. (Web)
Bettermoneyhabits.com is a website offered by
a partnership between Khan Academy and Bank
of America. It offers valuable tips on how to create
and stick to a budget, repay a student loan, finance
a car, boost your credit score, save for buying a
house, and understand your paycheck. (Web)
Spreadsheet programs- such as Google's free
Google Sheets program and Excel, a program
included in the Microsoft Office software suite-
can also be used to create effective budgets.
Student loan calculators may be found
online by doing an Internet search. These pro-
grams figure your student loan repayments so
you can see how easy or challenging it will be
for you to pay back your loan{s).
Note: All of the above are free (except for Excel), but some may
130. offer upgraded features for a fee.
Understanding the Culture
of Higher Education
FOCUS QUESTIONS What is unique about the culture of higher
education? How does understanding that culture increase your
chances of success in college?
ln some ways, enrolling in college is like moving to a foreign
country. That's
because the culture of higher education is different from other
cultures you
have known, even that of high school.
Understanding the Culture of Higher Education 15
Geert Hofstede, a Dutch psychologist and
anthropologist, has studied cultures all over the world
According to Hofstede, culture is "the collective pro-
gramming of the mind that distinguishes the mem-
bers of one human group from another'.' Every culture
131. on Earth is programmed to operate by its own unique
software. And this is true of higher education as well
The sooner you understand the culture of higher edu- c
cation, the sooner you will be on course to success. -~
Some aspects of a culture are obvious and visible, ~
whereas others are subtle and invisible. To under- l!
stand the distinction between visible and invisible i
culture, Brooks Peterson, author of Cultural Intelli- j
gence, suggests picturing an iceberg (see Figure 1.4). 8
Above the waterline are the elements of culture we ]
can perceive with our five senses. "Surface" culture
"Bt pupor.d to tnro11n1" fJl//ural nftrenw Iha/ Wt'rejuSI no/
going to grt. •
includes such things as food, fashions, language, gestures,
gaines, art, 1nusic, holi-
days, and some customs. For example, when someone speaks
with a strong accent
(compared to yours), you know immediately he is from a
different culture.
Below the waterline you'll find the more stable and significant
features of
132. "deep culture'.' Most of these features are invisible to tourists
and recent itnrni-
grants. Deep culture consists of the shared beliefs, attitudes,
norms, rules,
opinions, expectations, and taboos of a group of people. For
natives, these deep-
culture features are usually taken for granted until someone
disobeys them. Here's
a sitnple example. When you arrive at a ticket line, what do you
do? If you're from
mainstream North American culture, you automatically go to the
end of the line.
No sign is needed because everyone knows that's what you're
supposed to do. You
probably don't even think about it unless someone cuts in front
of you. When
someone defies a cultural rule, others get upset. Cultural
programs help a group
or society run smoothly by keeping people in line (literally and
figuratively).
FIGURE 1.4
Food,
Fashion,
133. Language,
Gestures,
Art, Games, Music
Norms, Beliefs,
Rules, Attitudes,
Opinions, Taboos,
Expectations,
World views
Cultural Iceberg
Surface culture
Deep culture
T oto, I have a feeling we're
not in Kansas anymore.
Dorothy, in The
Wizard of Oz
134. 16 Chapter 1 Getting On Course to Your Success
Schools, like ethnic groups,
have their own cultures:
languages, ways of doing
things, values, attitudes
toward time, standards
of appropriate behavior,
and so on. As participants
in schools, students are
expected to adopt, share,
and exhibit these cultural
patterns. If they do not or
cannot. they are likely to be
censured and made to feel
uncomfortable in a variety
of ways.
Jean Moule, Cultural
Competence
Culture, then, is the collection of surface- and deep-level
customs and beliefs
135. that get passed on from generation to generation. Each culture
provides "approved"
choices at significant, and even insignificant, forks in the road.
Culture tells us,
"This choice is normal and that one is strange:· Or, "This choice
is right and that
one is wrong'.' Or, "This choice is good and that choice is bad:'
At each fork in the
road, our inner programs give us a nudge in the culturally
approved direction.
To put it succinctly, "Culture is the way we do things around
here:·
THE SURFACE CULTURE OF HIGHER EDUCATION
Because college is a unique culture, expect some challenges as
you adapt But
fear not ... you will adapt and very soon feel comfortable. Most
differences
in surface culture will be pretty obvious. They include factors
such as class
sizes; appropriate dress; amount of homework assigned;
students' races, ages,
religions; use of drugs and alcohol; holidays observed; courses
offered; and
136. methods of teaching. Like all cultures, higher education has its
own language, so
you'll probably hear words that sound foreign to you. Suppose
your instructor
announces, "The directions for the assignment are posted in the
course syllabus
on Moodie:' These directions make little sense if you don't
know the lingo. But
it's not really that complicated. Here's what the natives of
college culture know:
• A syllabus is a document that most instructors provide at the
first class
session. It contains essential information about the course such
as learning
objectives, homework assignments, course rules, and how the
course grade
is determined. If you recognized the term "syllabus" from the
Smart-Start
Guide, congratulations. You're already learning to speak
"college:'
• Moodie is a computer software program that allows colleges to
offer
class content on the Internet. (Similar programs are Blackboard
137. and
Desire2Learn.) If your instructor doesn't provide directions for
accessing
course information posted on the Internet, contact the folks in
your
campus computer lab for help.
Keep reminding yourself that entering college is like entering
another
country. If you hear words and terms you don't understand, be
sure to ask what
they mean. It won't be long before you'll be talking like a
native. Now let's take a
look at a feature of cultures that is less obvious than unfamiliar
words.
ONE DOZEN COLLEGE CUSTOMS
Higher education, like all cultures, has custon1s. These are the
things the natives
of higher education expect you to know and do. A dozen of
these customs are
explained below. Heeding them will smooth your path through
college, keep
you out of dead ends, and speed you on to graduation.
138. 1. Read your college catalogue. Catalogues are usually available
in the regis-
trar's or counseling office. Many colleges also post a copy on
their website. A
catalogue contains most of the factual information you'll need
to plot a suc-
cessful journey through higher education. It explains how your
college applies
many of the customs discussed in this section. So, keep a
college catalogue
Understanding the Culture of Higher Education 17
on hand and refer to it often. By the way, if a requirement in the
catalogue
changes after you enroll at a college, usually you are bound by
only the rules
that existed when you first entered. So hold on to your past
catalogues.
2. Create a long-term educational plan. This plan lists all of the
courses
you'll take from now until graduation. It assures that you do
139. take all
required courses and don't take any unrequired courses (unless
you want
to). Colleges provide someone to help you create an educational
plan. This
person could be an advisor, a counselor, or even an instructor
(especially if
you have chosen a major-see 5. below). Find out who this
person is and
make an appointment. It's never too early to map out your
straightest route
to graduation. Like most plans, it can always be revised.
3. Complete general education requirements. Look in your
college cata-
logue for a list of general education courses. Almost all colleges
and universi-
ties require students to complete a minimum number of credits
in general
education. Your institution may call them something else, such
as core require-
ments, core curriculum, or general curriculum. Regardless of
their name, the
purpose of general education require1nents is to expose you to a
nwnber of
140. broad areas of study- for example, natural sciences,
communication, technol-
ogy, math, languages, humanities, and social and behavioral
science. Typically,
you'll need to complete a certain number of credits in each area.
Regardless of
how n1a.ny credits you earn, you can't earn a degree until
you've completed all
general education requirements. That's why your long-term
educational plan
(2. above) will always include the general education courses
you intend to take.
4. Complete prerequisites. A prerequisite is a course that must
be success-
fully completed before taking a more advanced course. For
example, colleges
usually require passing algebra before taking calculus. Before
you register for
courses each semester, check each course description in your
college cata-
logue. Any prerequisites will be included in the course
description. Confinn
you have completed all prerequisites before registering for a
course.
141. 5. Choose a major. You'll usually choose a major area of study
in your first
or second year. Examples of majors include nursing, English,
mechanical
engineering, economics and commercial art. You'll take n1any
courses in
your major, supplemented by general education and elective
courses. (An
elective is a course you don't have to take but want to.) Having
a career goal
makes choosing your major easier. If undecided about a career,
visit your
campus career center. There you'll get help identifying careers
that fit your
interests, talents, and personality. All majors and their required
courses are
listed in your college catalogue. Until you've entered a major,
you're wise to
concentrate on completing your general education requirements.
6. Meet with your instructors during their office hours. Most
college
instructors have regular office hours. These times are usually
included
142. in the course syllabus and may also be posted on the instructor's
office
door. You can make an appointment before or after class, or you
can call
the instructor's office. Be sure to show up on time (or call
beforehand to
W hat we call customs
rest on top and are most
apparent Deepest and least
apparent are the cultural
values that give meaning
and direction to life.
Values influence people's
perceptions of needs and
their choice between
perceived alternative
courses of action.
Benjamin Paul,
anthropologist
18 Chapter 1 Getting On Course to Your Success
143. reschedule). Arrive with a goal. Maybe you'd like your
instructor to clarify
a comment she wrote on your English composition. Or you'd
like sugges-
tions for how to better prepare for your next math test. Another
important
reason to meet with your instructors is to establish a friendly
relationship
and make yourself more than just a name on a course roster.
Building such
relationships will go a long way to help if you ever need special
assistance.
7. Know the importance of your grade point average (GPA).
Your GPA
is the average grade for all of the courses you have taken in
college. At most
colleges, GPAs range from 0.0 ("F'') to 4.0 ("A"). Your GPA
affects your
future in many ways. At most colleges a minimum GPA (often
2.0, a "C") is
required to graduate, regardless of how many credits you have
accumulated.
Students who fall below the minimwn GPA may be placed on
144. probation
and are usually ineligible for financial aid and cannot play
intercollegiate
sports. Students with very low GPAs are in danger of academic
dismissal.
Academic honors (such as the Dean's List) and some
scholarships are based
on your GPA. Finally, potential employers nlay look at GPAs to
determine if
prospective employees have achieved success in college.
8. Know how to compute your grade point average (GPA). At
most col-
leges, GPAs are printed on a student's transcript, which is a list
of courses com-
pleted (with the grades earned). You can get a copy of your
transcript from
the registrar's office. Transcripts are usually free or available
for a nominal
charge. You can compute your own grade point average by
using the formula
in the following box. Or you can do it online at
back2college.com/gpa.htm.
Formula for Computing Your Grade Point Average (GPA)