Night World : Dark Angel Chapter 3

first it looked like a speck, then like an insect on a lightbulb, then like a kite. Gillian watched, too frightened to run, until it got close enough for her to realize what it really was. It was an angel. Her fear drained away as she stared. The figure seemed to shine, as if it were made of the same light as the mist. It was tall, and had the shape of a perfectly formed human. It was walking, but somehow rushing toward her at the same time. An angel, Gillian thought, awed. An angel†¦ And then the mist cleared and the shining faded. The figure was standing on the grass in front of her. Gillian blinked. Uh-not an angel, after all. A young guy. Maybe seventeen, a year older than Gillian. And†¦ drop dead gorgeous. He had a face like some ancient Greek sculpture. Classically beautiful. Hair like unburnished gold. Eyes that weren't blue, but violet. Long golden lashes. And a terrific body. I shouldn't be noticing that Gillian thought, horrified. But it was hard not to. Now that his clothes had stopped shining, she could see that they were ordinary, the kind any guy from earth might wear. Washed and faded jeans and a white T-shirt. And he could easily have done a commercial for those jeans. He was well built without being over-musdy. His only flaw, if it could be called that, was that his expression was a little too uplifted. Almost too sweet for a boy. Gillian stared. The being looked back. After a moment he spoke. â€Å"Hey, kid,† he said, and winked. Gillian was startled-and mad. Normally, she was shy about speaking to guys, but after all, she was dead now, and this person had struck a raw nerve. â€Å"Who're you calling kid?† she said indignantly. He just grinned. â€Å"Sorry. No offense.† Confused, Gillian made herself nod politely. Who was this person? She'd always heard you had friends or relatives come and meet you. But she'd never seen this guy before in her life. Anyway, he's definitely not an angel. â€Å"I've come to help you,† he said. As if he'd heard her thought. â€Å"Help me?† â€Å"You have a choice to make.† That was when Gillian began to notice the door. It was right behind the guy, approximately where the mist had been. And it was a door†¦ but it wasn't. It was like the luminous outline of a door, drawn very faintly on thin air. Fear crept back into Gillian's mind. Somehow, without knowing how she knew, she knew the door was important. More important than anything she'd seen so far. Whatever was behind it was-well, maybe beyond comprehension. A different place. Where all the laws she knew didn't apply. Not necessarily bad. Just so powerful and so different that it was scary. Good can be scary, too. That's the real gateway, she thought. Go through that door and you don't come back. And even though part of her longed desperately to see what was behind it, she was still so frightened that she felt dizzy. â€Å"The thing is, it wasn't actually your time,† the guy with the golden-blond hair said quietly. Oh, yes, I should have known. That's the clich†, Gillian thought. But she thought it weakly. Looking at that door, she didn't have room left inside for cute remarks. She swallowed, blinking to clear her eyes. â€Å"But here you are. A mistake, but one we have to deal with. In these cases, we usually leave the decision up to the individual.† â€Å"You're saying I can choose whether or not I die.† â€Å"To put it sort of loosely.† â€Å"It's just up to me?† â€Å"That's right.† He tilted his head slightly. â€Å"You might want to think your life over at this point.† Gillian blinked. Then she took a few steps away from him and stared across the supernaturally green grass. She tried to think about her life. If you'd asked me this morning if I wanted to stay alive, there would have been no question. But now†¦ Now it felt a little like being rejected. As if she weren't good enough. And besides, seeing that she'd come this far †¦ did she really want to go back? It's not as if I were anybody special there. Not smart like Amy, a straight A student. Not brave. Not talented. Well, what else is there? What would I be going back to? Her mom-drinking every day, asleep by the time Gillian got home. Her dad and the constant arguments. The loneliness she knew she'd be facing now that Amy had a boyfriend. The longing for things she could never have, like David Blackburn with his quizzical smile. Like popularity and love and acceptance. Like having people think she was interesting and-and mature. Come on. There's got to be something good back there. â€Å"Cup Noodles?† the guy's voice said. Gillian turned toward him. â€Å"Huh?† â€Å"You like those. Especially on a cold day when you come inside. Cats. The way babies smell. Cinnamon toast with lots of butter, like your mom used to make it when she still got up in the morning. Bad monster movies.† Gillian choked. She'd never told anyone about most of those things. â€Å"How do you know all that?† He smiled. He really had an extraordinary smile. â€Å"Eh, we see a lot up here.† Then he sobered. â€Å"And don't you want to see more? Of life, I mean. Isn't there anything left for you to do?† Everything was left for her to do. She'd never accomplished anything worthwhile. But I didn't have much time, a small wimpy voice inside her protested. To be quashed immediately by a stern, steady voice. You think that's an excuse? Nobody knows how much time they've got. You had plenty of minutes, and you wasted most of them. â€Å"Then don't you think you'd better go back and try again?† the guy said, hi a gentle, prodding voice. â€Å"See if you can do a better job?† Yes. All at once, Gillian was filled with the same burning she'd felt when she got out of the creek. A sense of revelation and of purpose. She could do that. She could change completely, turn her life in a whole new direction. Besides, there were her parents to consider. No matter how bad things were between them now, it could only make it worse if their daughter suddenly died. They'd blame each other. And Amy would get one of her guilt complexes for not waiting to drive Gillian home from school†¦ The thought brought a little grim satisfaction. Gillian tried to quell it. She had the feeling the guy was listening. But she did have a new perspective on life. A sudden feeling that it was terribly precious, and that the worst thing you could do was waste it. She looked at the guy. â€Å"I want to go back.† He nodded. Gave the smile again. â€Å"I thought maybe you would.† His voice was so warm now. There was a quality in it that was like-what? Pure love? Infinite understanding? A tone that was to sound what perfect light was to vision. He held out a hand. â€Å"Time to go, Gillian,† he said gently. His eyes were the deepest violet imaginable. Gillian hesitated just an instant, then reached toward him. She never actually touched his hand, not in a physical way. Just as her fingers seemed about to meet his, she felt a tingling shock and there was a flash. Then he was gone and Gillian had several odd impressions all at once. The first was of being†¦ unfixed. Detached from her surroundings. A falling feeling. The second was of something coming at her. It was coming very fast from some direction she couldn't point to. A place that wasn't defined by up or down or left or right. And it felt huge and winged, the way a hawk's shadow must feel to a mouse. Gillian had a wild impulse to duck. But it wasn't necessary. She was moving herself, falling away. Rushing backward through the tunnel, leaving the meadow-and whatever was coming at her-behind. The huge thing had only registered for an instant on her senses, and now, whizzing back through the darkness, she forgot about it. Later, she would realize what a mistake this had been. For now, time seemed compressed. She was alone in the tunnel, being pulled down like water down a drain. She tried to look between her feet to see where she was going, and saw something like a deep well beneath her. At the bottom of the well was a circle of light, like the view backwards through a telescope. And in the circle, very tiny, was a girl's body lying on the snow. My body, Gillian thought-and then, before she had time to feel any emotion, the bottom of the well was rushing up toward her. The tiny body was bigger and bigger. She felt a tugging pressure. She was being sucked into it-too fast. Way too fast. She had no control. She fit perfectly in the body, like a hand slipping into a mitten, but the jolt knocked her out. Oooh†¦ something hurts. Gillian opened her eyes-or tried to. It was as hard as doing a chin-up. On the second or third attempt she managed to get them open a crack. Whiteness everywhere. Dazzling. Blinding. Where†¦ ? Is it snow? What am I doing lying down in the snow? Images came to her. The creek. Icy water. Climbing out. Falling. Being so cold†¦ After that†¦ she couldn't remember. But now she knew what hurt. Everything. I can't move. Her muscles were clenched tight as steel. But she knew she couldn't stay here. If she did, she'd†¦ Memory burst through her. I died already. Strangely, the realization gave her strength. She actually managed to sit up. As she did, she heard a cracking sound. Her clothes were glazed with solid ice. Somehow she got to her feet. She shouldn't have been able to do it. Her body had been cold enough to shut down earlier, and since then she'd been lying in the snow. By all the laws of nature, she should be frozen now. But she was standing. She could even shuffle a step forward. Only to realize she had no idea which way to go. She still didn't know where the road was. Worse, it would be getting dark soon. When that happened, she wouldn't even be able to see her own tracks. She could walk in circles in the woods until her body gave out again. â€Å"See that white oak tree? Go around it to the right.† The voice was behind her left ear. Gillian turned that way as sharply as her rigid muscles would allow, even though she knew she wouldn't see anything. She recognized the voice. But it was so much warmer and gentler now. â€Å"You came back with me.† â€Å"Sure.† Once again the voice was filled with that impossible warmth, that perfect love. â€Å"You don't think I'd just leave you to wander around until you froze again, do you? Now head for that tree, kid.† After that came a long time of stumbling and staggering, over branches, around trees, on and on. It seemed to last forever, but always there was the voice in Gillian's ear, guiding her, encouraging her. It kept her moving when she thought she couldn't possibly go another step. And then, at last, the voice said, â€Å"Just up this ridge and you'll find the road.† In a dreamlike state, Gillian climbed the ridge. And there it was. The road. In the last light before darkness, Gillian could see it meandering down a hill. But it was still almost a mile to her house, and she couldn't go any farther. â€Å"You don't have to,† the voice said gently. â€Å"Look up the road.† Gillian saw headlights. â€Å"Now just get in the middle of the road and wave.† Gillian stumbled out and waved like a mechanical doll. The headlights were coming, blinding her. Then she realized that they were slowing. â€Å"We did it,† she gasped, dimly aware that she was speaking out loud. â€Å"They're stopping!† â€Å"Of course they're stopping. You did a great job. You'll be all right now.† There was no mistaking the note of finality. The car was stopped now. The driver's side door was opening. Gillian could see a dark figure beyond the glare of the headlights. But in that instant what she felt was distress. â€Å"Wait, don't leave me. I don't even know who you are-â€Å" For a brief moment, she was once again enfolded by love and understanding. â€Å"Just call me Angel.† Then the voice was gone, and all Gillian could feel was anguish. â€Å"What are you doing out-Hey, are you okay?† The new voice broke through Gillian's emptiness. She had been standing rigidly in the headlights; now she blinked and tried to focus on the figure coming toward her. â€Å"God, of course you're not okay. Look at you. You're Gillian, aren't you? You live on my street.† It was David Blackburn. The knowledge surged through her like a shock, and it drove all the strange hallucinations she'd been having out of her mind. It really was David, as close as he'd ever been to her. Dark hair. A lean face that still had traces of a summer tan. Cheekbones to die for and eyes to drown in. A certain elegance of carriage. And that half-friendly, half-quizzical smile†¦ Except that he wasn't smiling now. He looked shocked and worried. Gillian couldn't get a single word out. She just stared at him from under the icy curtain of her hair. â€Å"What hap-No, never mind. We've got to get you warm.† At school he was thought of as a tough guy, an independent rebel. But, now, without any hesitation, the tough guy scooped her up in his arms. Confusion flashed through Gillian, then embarrassment-but underneath it all was something much stronger. An odd bedrock sense of safety. David was warm and solid and she knew instinctively that she could trust him. She could stop fighting now and relax. â€Å"Put this on †¦ watch your head†¦ here, use this for your hair.† David was somehow getting everything done at once without hurrying. Capable and kind. Gillian found herself inside the car, wrapped in his sheepskin jacket, with an old towel around her shoulders. Heat blasted from the vents as David gunned the engine. It was wonderful to be able to rest without being afraid it would kill her. Bliss not to be surrounded by cold, even if the hot air didn't seem to warm her. The worn beige interior of the Mustang seemed like paradise. And David-well, no, he didn't look like an angel. More like a knight, especially the kind who went out in disguise and rescued people. Gillian was beginning to feel very fuzzy. â€Å"I thought I'd take a dip,† she said, between chattering teeth. She was shivering again. â€Å"What?† â€Å"You asked what happened. I was a little hot, so I jumped in the creek.† He laughed out loud. â€Å"Huh. You're brave.† Then he glanced at her sideways with keen eyes and added, â€Å"What really happened?† He thinks I'm brave! A glow better than the heated air enveloped Gillian. â€Å"I slipped,† she said. â€Å"I went into the woods, and when I got to the creek-† Suddenly, she remembered why she'd gone into the woods. She'd forgotten it since the fall had put her own life in danger, but now she seemed to hear that faint, pathetic cry all over again. â€Å"Oh, my God,† she said, struggling to sit upright. â€Å"Stop the car.†

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

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

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Indian Gaming Regulatory Act Essay In 1988, Congress passed the Indian Gaming Regulatory Act establishing gaming on Indian reservations as a means of helping tribes become self-sufficient and less dependent on government dole-outs. Donald Bartlett and James B. Steele co-wrote an article which appeared in Time magazine on December 16, 2002 entitled â€Å"Wheel of Misfortune† negatively criticizing the consequences of instituting the said Act. A day later, the Native American Times published an editorial which contains dissenting arguments against the first article. According to Bartlett and Steele, the major defect of the Act is the unequal redistribution of profits derived from gaming in the reserves: â€Å"It gives billions of dollars to the white backers of Indian businesses and nothing to hundred of Native Americans living in poverty†¦hundreds of millions of dollars to one Indian tribe with a few dozen numbers—and not a penny to a tribe with hundreds of thousands of members†¦(78)† The bulk of the essay expounds and provides evidence to these assertions. It also points to the fact that while these tribes earn tax-free revenues, they continue to collect millions in government aid. The Native American Times editorial, meanwhile, accuses the Time magazine article as simply a piece that â€Å"fan the flames of racism with lies (â€Å"Indian Gaming† 84)† and proceeds to either refute or justify the points raised of the latter. Bartlett and Steele claim that only a few Indians are benefiting financially from the Native-American gaming industry thus defeating the purpose of the act, which is to raise the average Native American out of poverty. At the same time, a high percentage of the profits from these lucrative casinos go to the wealthy leaders of tribes. The editorial counters this argument by stating that there are varied reasons why some tribes do well than others. It cites the case of Oklahoma, home to more Native Americans than any other state. The state prohibits Class III gambling thus preventing an opportunity for the Native Americans in Oklahoma from realizing the Congressional Act. Today tribes continue to â€Å"fight with every resource available to them to hold off those who would send them back to the metaphoric reservation (â€Å"Indian Gaming 85). † The editorial also praises the success story of the Shakopee tribe which the Time magazine article derides. The success is well-deserved, according to the editorial, since this group has experienced one of the most harrowing histories of violence inflicted against Native Americans. For all its passionate defense and criticism of the Time magazine article, the editorial of the Native American Times does not touch on the other issues raised by the former like cronyism among the tribal leaders, the involvement of white Americans behind the casino operations, and the applications for recognition by extinct tribes that suddenly resurrects because of the business opportunity. Then again, the former is a lengthier and more detailed presentation complete with figures and facts, in keeping also with its being an investigative article. Nevertheless, it can be argued that the editorial does not need to refute the Time magazine article point by point and that its entire argument is summed up when the editorial writer states that the reason why people like Bartlett and Steele are being too critical about the Indian Gaming Regulatory Act is because â€Å"the thought of rich Indians is against nature we can only assume (85). Inequality, anomalies, and other issues about the Native American and their casinos may exist but they are no different to those in regular gaming industries. Despite some wealthy members, Native Americans are still the poorest and most victimized people in America.

The Location Of Activities Cultural Studies Essay

The Location Of Activities Cultural Studies Essay The Almighty Vice Lord Nation are based in Chicago, Illinois and began to spread over many neighbourhoods and community areas in the 1960s, for example in Garfield Park, Austin, Fifth City and several housing projects, like Cabrini-Green, Rockwell Gardens and Lawndale Gardens. While usually found on the west side in the 1980s they expanded on the south and north side as well to neighbourhoods such as Englewood, Roseland and East Side as well as to housing projects of Altgeld Gardens and Washington Park Homes. Today they can also be found in Wisconsin, where they are predominantly on the north side of Racine County. In summary it can be stated that the Almighty Vice Lord Nation mostly operates in Chicago suburbs at the moment. Furthermore there are different factions and sub-gangs, which can be found all over the United States.http://www.uic.edu/orgs/kbc/maps/Gangstoday.gif Personal comment When I first started doing some research for my gang I was a bit irritated, because it didnt seem to be a real gang. I didnt have the impression that this association could be taken really seriously, especially due to their symbols (a playboy bunny is in my opinion neither threatening nor serious). But when I learned more and more details about the Almighty Vice Lord Nation I was really shocked about how brutal and violent they operate. What surprised me was Bobby Gores attempt to turn a street gang into an activism community which aimed to help children and I was sort of disappointed that his mission failed. All in all I am definitely against violence and brutality, no matter if it happens in gangs or outside such a community. Furthermore I am worried that if you once become a member of a gang it is nearly impossible to leave it. http://i275.photobucket.com/albums/jj300/Lordism5/lordred.jpg Reasons for becoming a gang member There are plenty of reasons why people want to join a gang. Especially teenagers often struggle to find their place in the world and to define themselves. Being a gang member creates the feeling of being part of something and enhances their self-esteem by emotional support, attention, affirmation or simply understanding. Often those young people come from a difficult family or are loners and just want to fulfill their basic needs. Another reason to join a gang is peer pressure: if they live for example in a gang-dominated area or go to a school with a strong gang presence they are very likely to join this gang because most of their friends and acquaintances are already members. Furthermore, Chicago for instance can be very dangerous at night and being a member of a gang means to be protected from rival gangs.http://a3.ec-images.myspacecdn.com/profile01/147/5a3d2502b6ab451bbe150fabc5c827cc/p.jpg History The Almighty Vice Lord Nation is one of the oldest and most violent gangs of Chicago. Their history begins in 1958 in the juvenile detention centre St. Charles in a western suburb of Chicago, where seven incarcerated boys, namely Edward Peppilow Perry, who is credited with the actual founding of the gang and would become their official chief, Ralph Bonds, Leonard Cal Calloway, Bobby Gore, Maurice Miller, Toehold, and Wren, had the idea of founding this gang. The name Vice was chosen, when one of the gang founders looked the term up in a dictionary and found the meaning having a tight hold. After being released from incarceration the gang started to recruit lots of new members and engaged in wars against several clubs. At that time their territory was concentrated at about 21st and Lawndale. By the early 1960s the Almighty Vice Lords were involved in every kind of illegal activity such as robberies, assaults and extortion and their number began to grow and they began to expand in dist ricts beyond the west side. To soften their public image, which was known as very brutal and violent, and to create a structure the gang was renamed the Conservative Vice Lord Nation by one of the founders, Bobby Gore. To reflect their new mission, community activism, the gang turned into a legitimate organisation, trying to protect the neighbourhoods and opening a shop. In 1966 they even became part of the Civil Rights Movement and marched with Martin Luther King Jr. and his Southern Christian Leadership Council in a rally in the Marquette neighbourhood. After getting a lot of positive publicity and support of various politicians and community leaders the Conservative Vice Lords were able to open several legitimate businesses and community establishments with a grant of the Rockefeller Foundation. Despite their attempts of leaving their former image of being a violent gang, it was quickly discovered that the CVL were still violent criminals and had no intention to cooperate with the local police. In 1969 Bobby Gore got arrested for the murder of a young police man, though Gore denied to have committed the crime. Without his leadership the CVLs social activities failed, shutting down all of their programs. They began to engage in another lucrative business, the drug market. In the 1980s several leaders of the Almighty Vice Lord Nation were killed or sent to prison. To give the organisation a spiritual meaning the gang adapted a lot of the Islamic principles and even transformed some of their long time gang symbols. In the 1990s some criminal activities of the Almighty Vice Lords became more sophisticated, such as mortgage fraud, credit card fraud, and money laundering. Rituals They do accept everyone to join their gang. Before becoming a member you are required to take an oath and to memorize and obey all gang laws and rules. You are furthermore required to attend weekly meetings that are held by senior leaders. If you break a law or rule or miss a meeting, you get beaten. Allies and Adversaries Allies (People Nation): Blackstone Rangers, Bloods, Latin Kings, Black Peace Stones, Cobra Stones, Insane Popes, Gaylords, Future Stones, Four Corner Hustlershttp://www.dc.state.fl.us/pub/gangs/images/c-people_sym.gif http://www.dc.state.fl.us/pub/gangs/images/c-folk_sym.gif Adversaries (Folk Nation): Gangster Disciples, Black Gangsters, Black Disciples, Crips, Party People, Imperial Gangsters, La Raza, Latin Eagles, Maniac Latin Disciples Clothes, colours, etc Colors: Black (race), Gold (wealth) and Red* Formerly the gang members used to wear trench coats, trousers and a sweater or a white button shirt. Some of them wore black capes with the word vice lords written in gold and an earring. Nowadays their attire is very mixed, Vice Lords wear everything from old jeans and black hooded sweatshirts to expensive suits. Especially most of the younger members try to keep up with the latest fashion; however some members wear cheap clothing. In order to avoid detection from police and rivals they prefer to wear dark after nightfall. In the Winter Vice Lords wear bottom or tug hoods. *The original gang colours are Black and Gold, however, in cities where Bloods have a presence, gang members of the AVLN tend to wear red in order to identify with that gang. Sizehttp://a3.ec-images.myspacecdn.com/images02/123/c34f115c61e74a779c80364fb1b23671/l.jpg There is an estimated number of 30.000 to 35.000 members, while other sources claim them to be about 27.000. Ethnic Origin The members of The Almighty Vice Lord Nation are mostly African American males. Typical Activities The Almighty Vice Lord Nation engages in many criminal activities, namely vandalism, extortion, armed robbery, murder,  assault, battery, dog-fighting, gang-banging, arson, auto-theft, burglary, armed robbery, shootings, fraud, identity theft, money laundering and street-level distribution of cocaine, heroin and marijuana, the latter being their main source of income. Structure In the early years of the Almighty Vice Lord Nation, the three-top leadership positions consisted of a three-tiered structure, the seniors, the juniors and the midgets. Within the seniors there are ranking positions including the president (chief), the vice president, the war counsellor, the enforcers, and regular members. As the gang developed different branches, they incorporated the above-named rankings into each branch and some even created their own unique positions. Later on the gang established the group SCIA, which was founded to spy on the operations of other gangs. Furthermore they operate in factions, which are all considered legitimate. The current structure of the Almighty Vice Lord Nation Supreme Chief-King of Kings Prince of the Nation Minister of Justice Free and Accepted Almighty Minister Kings of the Nation Universal Elites Ambassadors Minister of Command Lieutenants Minister of Literature Symbols http://gangresearch.net/ChicagoGangs/SouthChicago/images/cvlsymb.jpg

Triggering Factors that influence the Entrepreneurs

Triggering Factors that influence the Entrepreneurs Research in entrepreneurship has introduced many aspects of how and why people make decisions in new venture creation (Shane, 2002). Entrepreneurial individuals are often motivated by economic and/or psychological factors. Scholars have agreed that the entrepreneurial process and theories involve a complex set of variables that are beyond any single aspect. To identify motives and incentives of entrepreneurial activities involves disseminating several layers of relationships between personal factors, external forces and other random events (Liang and Dunn, 2007). From the existing literature we can rationally hypothesize that, the decision to launch a new venture probably includes individual endogenous factors and exogenous factors of the environment. Limited studies have discussed the possibility that pre business entrepreneurs (who are planning to become entrepreneur) might have different triggers to launch new ventures compared to in-business (who are expanding the business) professionals. Triggers as defined by Liang and Dunn (2007) forces in the individuals or in the individuals perception of their situation that move them toward the entrepreneurial process. It is important to distinguish triggering factors and triggering events from triggers. Triggering events are more like something happened as an occasion or an episode that influence individuals assessment on the situation. Triggering factors could be interpreted as issues or features that influence individuals perspectives about certain situations (Liang and Dunn, 2007). This study measures the triggers, which influences the professionals (who are planning to become and those who wants to expand their business) to become entrepreneurs. In addition to this we will also measure the relationship between the triggers and demographics of individuals. This study is of major interest to various government organizations like small and medium enterprises (SMEDA), non government organizations (NGO), policy makers of government and business to business organization (B2B). Implications of this research study will help them to identify the pattern of individuals, who wants to become entrepreneurs and which triggers them to think about starting new venture. Literature Review The purpose of the literature review is to outline the triggers identified by various researchers/authors and to analyze the dimensions in which different authors works on the entrepreneurs triggers. At a basic level, entrepreneurship is recognized as a highly personalized activity. The entrepreneur is motivated to create a venture, which reflects their vision and ambitions, and is prepared to review and reorganize their social environment to make it materialize (Morrison, 2000) Characteristics of entrepreneurs identified by various authors (Longenecker, Moore, Petty,2000; Scarborough Zimmerer, 2000; Bhide, 2000) are high achievement drive, action oriented, optimism, opportunistic, internal locus of control, tolerance for ambiguity, moderate risk taking, commitment/tenacity, commitment, initiative, independence or some form of one or more of these. These authors also determines motivation related to new venture formation, to enjoy what individuals are doing, revolves around the opportunity to gain control over personal lives/independence, to achieve personal goals and recognition, to get profits/financial rewards, and to make a difference/contribute to society. The key of the entrepreneurship process initiations depends within the individual of the society and the extent to which individuals wants to enter in new ventures and holds the spirit of enterprise (Morrison, 2000) McLelland, (1961) identified common characteristics and behaviors, Those which emerged relative to all the entrepreneurs are: they bring intelligence and sound analytical skills to bear on risk management; they are all in some respect deviants from the social norms within their countries; to differing degrees they exhibit strong moral, work and business ethics; irrespective of industry sector a strong traders instinct is apparent; they are committed to life-long learning through both formal and informal mechanisms; and extensive use is made of both informal and formal networks. Morrison et al., (1998) proposed that the entrepreneurship is initiated by the personal, society and culture intuition. Entrepreneurship is not only initiated by the economic aspects but it involves material, immaterial and idealism functions. The fundamental nature of the entrepreneurship is the use of innovatory process and the risk bearing by the individual, through which individual wants to bring change in both a social and economic nature of his own and the society. Kirzner (1979) believes that the source of entrepreneurship within the human spirit flourish when there is uncertainty and competition. This enterprising spirit in terms of inspirational means is described by Gilder(1971, p 258) The spirit of enterprise wells up from the wisdom of ages and the history (of the west) and infuses the most modern of technological adventures. It joins the old and new frontiers. It assers a firm hierarchy of values and demands ad hard discipline. It requires a life of labor and listening, aspiration and courage. But it is the source of all we are and can become, the saving grace of democratic politics and free men, the hope of the poor and the obligation of the fortunate, the redemption of an oppressed and desperate world. Longenecker, Moore, Pettit, Palich (2006) suggested that entrepreneurs wanted to make money, become their own boss, escape a bad situation, enjoy and satisfying life, and contribute to the community. Bygrave (1989) discussed entrepreneurship as a process that involved triggering event, innovation, implementation, and growth. In the triggering event stage he suggested that there were sociological, personal, and environmental factors that led to entrepreneurship. Again, both internal and external forces seemed to be at play. Culture is an important variable in entrepreneurship because it establishes the attitudes of individuals towards the commencement of entrepreneurship (Vernon-Wortzel and Wortzel, 1997). Every era produces its own models of entrepreneurship according to its specific needs of the host society; however, it has been described consistently using terms such as innovative, holistic, risk-taking and co-coordinating ways of behavior. Certain cultural institutions may facilitate, or hinder, entry into entrepreneurship. Thus, it is proposed that the culture of societies and the characteristics of people living in these societies, impacted by certain innate personality traits, will influence the degree to which entrepreneurship is initiated (Morrison, 2000). The above provided argument by the Morrison, (2000) is supported by the  Bateman (1997), those economies and regions which have flourished in the late 20th century, have in common a business culture, which can be broadly described as entrepreneurial. It is attuned to the needs of a changing market economy and receptive to changing demands, innovations, products, opportunities and technologies. Entrepreneurship has been found to be important and meaningful in society at points of transition, for example, traditional to modern, modern to post-modern and state-controlled economies to free-market. At each of these points, entrepreneurship is harnessed by societies as a common approach to solving dilemmas, to break old, stable and hierarchical traditions and institutions and to introduce new, innovative ways of behavior. Thus, it is suggested that entrepreneurship can be regarded as an instrument for changing the culture of an era (Morrison, 2000) According to Timmons (1994, p. 9) about entrepreneurial behavior is, what is needed is a favorable environment which combines social, political and educational attributes. In particular it requires: A culture that prizes entrepreneurship, an imperative to educate our population so that our entrepreneurial potential is second to none; and a government that generously supports pure and applied science, fosters entrepreneurship with enlightened policies, and enables schools to produce the best educated students in the world. Dollinger (1995) discussed what he characterized as the impetus for entrepreneurship. He discussed the Sociological Approach which focused on four factors that led entrepreneurs toward new venture creation. Negative displacement was where individuals were marginalized from society, because of who they were or their situation including being fired or not satisfied with their current employment or divorced. Between things included individuals between stages of their life. Positive pull included other people (potential collaborators, parents, customers) who provided an impetus to entrepreneurship. Positive push included entrepreneurs who, because of their education or situation, were pushed toward entrepreneurship. Individual factors or a combination of any of these factors could move the entrepreneur toward new venture creation. The manner, in which the young are conditioned from an early age through the formal education system, and the fact that dominant approaches are frequently reinforced within family life, plays a significant role in the initiation of characteristics generally associated with entrepreneurial behavior (Gibb, 1996). It has been identified that a characteristic of entrepreneurship is that it tends to pervade family life, with the entrepreneur being unable to divorce business from social living (Deakin, 1996). In this respect, family background plays a role in two ways. First, if an entrepreneur has previous experience of the effect of entrepreneurship from a family member they are more prepared for the consequences of their own activities. Second, family support of entrepreneurship can make a positive contribution to its sustenance. For all the entrepreneurs represented in the study, positive immediate family support for their entrepreneurial behaviour had played an important part in its sustenance. What was also identified as of significance was the role of the extended family in enabling access to funds and markets to support individual entrepreneurs in the creation and development of their businesses Within some societies there is a practice of saving for the future, while within others the focus is on living and spending to enjoy the moment. This has an implication for the amount of personal funds that may be available for investment in business. The dominant cultural attitudes, values and beliefs of a population at one particular point of time will result in a particular common mind-set relative to the degree to which entrepreneurship is supported by society (Gilder, 1971). The entrepreneur in terms of who he/she is and what he/she does, which has often resulted in characterizing persons who might be more likely to become entrepreneurs than others (Rerup, 2005). To date, scholars suggest three broad types of entrepreneurs, namely (a) Nascent, (b) Novice, and (c) Habitual entrepreneurs (see e.g. Birley and Westhead, 1993; Kolvereid and Bullvà ¥g 1993; Wright 1997; Westhead and Wright, 1998). The (a) nascent entrepreneur has not yet engaged in an entrepreneurial venture but has a general aspiration of establishing a business. The (b) novice entrepreneur has established one venture but does not have any prior entrepreneurial experience (Westhead et al. 1998). Lastly, the (c) habitual entrepreneur has established at least one other business prior to the current venture, hence possesses prior entrepreneurial experience. At some point, all entrepreneurs are nascent and then novice. Hall (1995) who divides habitual entrepreneurs into four sub-types; namely serial entrepreneurs, portfolio entrepreneurs, serial inheritors or serial management buy-outs (MBOs) /management buy-ins (MBIs), and multiple corporate entrepreneurs. Serial and portfolio entrepreneurs have repeatedly engaged in the creation of new ventures Serial entrepreneurs exit (close or sell) their current business before establishing a subsequent venture, whereas portfolio entrepreneurs keep ownership in more than one business at a time; hence have ownership stakes in a portfolio of businesses. In contrast, serial corporate entrepreneurs (or intrapreneurs) are persons who create new combinations of resources or realize new business opportunities in existing companies. Both, inheritors or serial MBO/MBI entrepreneurs are not traditionally regarded as true entrepreneurs because MBOs and MBIs do not create new businesses per se (Deakins and Freel, 2003). Purpose of this Study The main purpose of this study is to investigate theoretically and test empirically The difference between pre business versus In business entrepreneurs triggers Which pre-business entrepreneurial triggers have relationships with demographics Which In-business triggers entrepreneurial have relationships with demographics Conceptual Frame Work The conceptual frame work of this study is taken from the study of Liang and Dunn (2007). Data Analysis Technique Cronbachs alpha for internal consistency, factor analysis to reduce the variables in each trigger, and regression analysis will be used to check the relationship Data Collection Data will be collected from the professionals who are planning to become an entrepreneur and entrepreneur who are planning to expand their existing business. Sample Size The total sample size will be 200 professionals from Lahore and Islamabad, with equal consideration of respondents from each city and equal representation of pre-business and in-business professionals. Research Instrument Triggers of entrepreneur which will be 42 and demographics variables considered will be gender, education level, age, marital status, type of business and years of experience of respondents will be taken from the study of Liang and Dunn (2007).