Time Management: The Problem And Its Background Essay Example

Both working professionals and college students face the challenge of managing busy schedules. Difficulties such as lack of focus, consciousness, procrastination, and laziness can impede the completion of tasks. These obstacles also have a negative impact on academic performance, which involves identifying, evaluating, tracking, and encouraging student progress in schools.

Effective time management is essential for college students as it greatly influences their study habits and academic performance. Balancing the demands of lectures, assignments, and personal activities can be challenging, making proper time allocation crucial for maintaining a favorable academic status.

The objective of the study is to examine how time management affects the academic performance of psychology students at Laguna State Polytechnic University. It also aims to investigate the influence of time on children’s cognitive, behavioral, moral, and social development. Furthermore, this research will evaluate the correlation between different time management strategies and achieving higher education. The Bachelor of Science in Psychology program includes comprehensive coursework covering both general education and specialized subjects.

Professional courses are offered from the first through fourth years to enhance students’ proficiency. The Bachelor of Science in Psychology program includes a comprehensive practicum in Industrial, Educational, and Clinical settings, which deepens students’ understanding of human behavior. The significance of time in our rapidly evolving world cannot be overstated. It is a precious resource that often slips by unnoticed.

Observing and being mindful of everyday time is essential for staying organized and reaching our goals. Time cannot be postponed or wasted, as it is a valuable resource. The workload we face can overwhelm us and lead to blaming time for stress and unaccomplished goals. However, effective time management allows us to allocate enough time for necessary tasks. By implementing proper strategies, we can optimize our use of time, leading to increased productivity, creativity, and the ability to accomplish tasks more easily and efficiently.

Managing time effectively is crucial for achieving balance and fulfillment in life, especially as students. It is essential to have control over our time and possess efficient time management skills. This includes allocating time for socializing, spending quality time with family, and dedicating sufficient time for studying. Regrettably, many of us face difficulties in keeping track of our schedules, leading to tardiness in class. Punctuality holds great significance for students as it directly affects our learning experience. Even a few minutes missed from attending classes or work can result in severe consequences.

Time management is a subset of various concepts, including project management. It is also known as project planning and project scheduling. Additionally, time management is recognized as one of the core functions in project management. Another concept related to time management is attention management, which involves managing cognitive resources and the allocation of time for conducting activities, both for individuals and their employees.

Professor Stephen Smith, from BYUI, and other sociologists have demonstrated the correlation between workers’ perception of time and various social matters such as family norms, gender roles, and personal work effort. Pioneering authors, including Tim Ferriss with his book “The 4 Hour Workweek” and Stefania Lucchetti with “The Principle of Relevance,” have focused on time management in the context of digital information overload. Additionally, Stephen R. Covey has examined different approaches to time management and provided a categorization scheme for them.

  • First generation: reminders based on clocks and watches, but with computer implementation possible; can be used to alert a person when a task is about to be done.
  • Second generation: planning and preparation based on a calendar and appointment books; includes setting goals.
  • Third generation: planning, prioritizing, controlling (using a personal organizer, other paper-based objects, or computer or PDA-based systems) activities on a daily basis. This approach implies spending some time in clarifying values and priorities.
  • Fourth generation: being efficient and proactive using any of the above tools; places goals and roles as the controlling element of the system and favors importance over urgency.

By understanding the influence of time management on students’ academic performance, we can effectively intervene and enhance their chances of earning satisfactory grades and successfully completing their higher education. The study will take place at Laguna State Polytechnic University, Santa Cruz Campus, with the researcher’s fellow Psychology students participating as respondents.

The Effects Of Text Messaging On Teen Literacy

Text messaging can affect a person’s social skills, writing skills, driving skills. The money that people spend on phones and texting can cause financial hardship. Text messaging has begun to have a detrimental effect on people’s writing skills. They use inventive spelling and abbreviations. As most teenagers get used to short texting, some of their grades dropped to the spelling errors they make. So many teens get used to wing abbreviation that they write that way. Teenager’s writing skills have turned into sentence fragments because of the limited space that they put texts into sentence. Among the 64 percent of students who say they incorporated text language in their writing, 25 percent said they did so to convey emotion and 38 percent said they have used text shortcuts A lot of students’ vocabulary and grammar is also affecting their literacy. ”(How is text messaging affecting teen literacy? ) The outlook of the teachers is that “The same Pew study, which included 800 teens from around the United States, said 64 percent of teens with cell phones have texted in class.

Text Plus recently released results of its own survey of 1,214 teens that use its service, 43 percent of which have texted in class” (Is your teen texting in class). They seem to pay more attention to their phone than what the teacher is teaching. They seem to have the phones that will spell the word for them so they don’t have to worry about spelling. So when they at school they really don’t know how to spell in real life are hard for some teens. Text messaging is a method that is adapted to teenager’s social skills. Most teen’s relationships’ are put to an end with the help of texts.

Teens seem to break up with their girlfriend or boyfriend with just a text message. More teenagers seem to spend more time texting than to hanging out there their friends and family. It even can prevent introverted people becoming confident. They may seem to think that things are just fine when they are not really. Texting can make people have really bad problems. Some teens use their phones just for the web. They will be on Face book most of the time doing really nothing. They don’t even take the time to walk, or sit down to have a talk with their parents.

They are not doing homework because they are spending too much time texting and Face Booking. “A study released in 2010 by the American Public Health Association reported that hyper-texting; texting more than 120 times a day, can lead to an increased risk of smoking, drinking and drug use, physical violence and sexual activity. Of the teens who have experimented with alcohol they are three times more likely to have had sex than teens who messaged less often. Surveyed, the hyper-texters were twice as likely to have sex. ”(Text messaging and Teenagers).

Teens that are to text and drive seem to have a lot of accidents. Like “Aaron Deveau was a 17 year old high school student that was sentenced 2 ? years behind bars for the life of Donald Bowley Jr. Aaron had sent 193 text messages the day of the crash, including some just a minute or so before impact and dozens more after it. Police say Deveau’s car crossed the center line on a Haverhill street and crashed head-on into Bowley’s vehicle. Bowely, a father of three, died 18 days later of injuries authorities say he suffered in the crash.

His passenger and girlfriend, Luz Roman, had an extensive stay in the hospital recovering from her injuries. ”(Mass. Teen guilty in fatal texting-driving crash). When driving and texting, people don’t keep their eyes on the road. You may have your head down for a minute, than when you pick your head back up and there go the accident. Taking your eyes off the road can change people lives forever. Text messaging also can be a distraction in the class for students and teachers. Teacher would stop teaching just to check there text message. Students would be in class why teacher be teaching.

Some of the kids seem to just don’t mind by texting in class. “(April 4, 2012) – College students who frequently text message during class have difficulty staying attentive to classroom lectures and consequently risk having poor learning outcomes. “Among 190 completed questionnaires from students who attended a lecture-based class lasting 50 or 75 minutes, the average number of text messages students viewed in class was 2. 6, Wei’s team reported. Students sent, on average, 2. 4 texts while in class”. (Text Messaging in Class May Affect Students’ Learning).

Yeast Respiration Lab

“Investigate the factors affecting the rate of yeast respiration” Lab Report

Introduction

The aim of this experiment was to investigate the effect of different amounts of a substrate on the respiration rate of yeast and to compare this to the effect of different amounts of glucose on the rate of yeast respiration. The substrate which I chose to further investigate was fructose. Fructose is a fruit sugar which is one of the three, along with glucose and galactose, dietary monosaccharides that are directly absorbed into the bloodstream during digestion. Apparatus 2% yeast solution

Large beaker Small beaker Conical flask Thermometer (? C) Glass rod pH meter & data logger Hot water Sensitive digital scale (g) Fructose (1. 0g, 1. 5g, 2. 0g, 2. 5g) Glucose (1. 0g, 1. 5g, 2. 0g, 2. 5g) Measuring cylinder (cm3) Variables Independent: Concentration of glucose (1. 0g, 1. 5g, 2. 0g, 2. 5g) , concentration of fructose (1. 0g, 1. 5g, 2. 0g, 2. 5g) Dependent: Amount of carbon dioxide produced, i. e. rate of yeast respiration Controlled: 2% yeast solution (20cm3), initial temperature of yeast solution (35-40? C), amount of time that the reaction is measured (180 seconds)

Method

All apparatus was collected and safety precautions (hair tied back, safety goggles and lab coat) applied 20cm3 of 2% yeast solution was measured out, using the measuring cylinder, and poured into the conical flask 1. 0 ±0. 5g of glucose was weighed out on the sensitive digital scale Hot water was then poured into a large beaker into which the conical flask, containing the 2% yeast solution, was held in place in, with a thermometer inside The conical flask was held like this until the 2% yeast solution reached an initial temperature between 35-40C (specific temperature was noted down)

When this temperature was reached, the thermometer was taken out of the conical flask and the conical flask out of the hot water 1. 0 ±0. 5g of glucose was quickly added to the 2% yeast solution, inside the conical flask, and mixed only a little, enough to dissolve the glucose Meanwhile, the pH measurer was quickly placed into the conical flask and the data logger was started when the active ingredient, i. e. lucose, was added This setup was left until the data logger reached a time of 180 seconds, at which point it was stopped and the pH measurer was taken out of the solution and placed into a beaker with clean water to prevent build up.

The final temperature of the 2% yeast solution was measured and noted down to ensure that the temperature loss, in comparison to the other trials, would be the same and therefore not affect the results Steps 1-9 were repeated 2 more times to give a total of 3 Trials which ensured fair testing Steps 1-10 were repeated using different amounts of glucose (1. g, 2. 0g, 2. 5g) Steps 1-11 were repeated except that instead of glucose, fructose was used The pH meter measured the change in pH, which was recorded in the data logger and printed off as tables An average of each solution’s 3 trials was taken The data was then converted into graphs from which the gradient was calculated to give the rate of yeast respiration.

Quantitative Data

During reaction: Occasional bubbling in the glucose/fructose + yeast solution (CO2 bubbles produced during the respiration reaction). Graphs Data processing Conclusion

In this lab we tested the effects of different types of sugar and temperature on the release of CO2 in yeast. Through research, we learned that yeast uses the carbon in the sugar as a source of energy and produces CO2 through respiration. We hypothesized that adding different sugars would affect the rate of CO2 released, and that colder temperatures will decrease the amount of CO2 released by slowing down the yeast’s metabolism. Not really sure what you want answered – different respiratory substrates have different respiratory quotients (i. e. he amount of oxygen consumed/CO2 released though you wouldn’t have to worry about the former in anaerobic respiration. )In terms of *why* the rates of respiration are different for the different substrates – it’s down to enzymes. If you do Chemistry it helps because structural isomerism is involved. If you look at the chemical structures of fructose and glucose you’ll see that they have the same number of carbon, hydrogen and oxygen atoms etc – but the groups are arranged differently around the 6-carbon backbone. So fructose is a structural isomer of glucose.

Yeast uses enzymes (coenzymes – Krebs cycle an’ all that) for respiration that act on these substrates to release their energy. Enzymes have a specific shape of active site due to their unique tertiary structure. This will work for ONE isomer only – so an enzyme that works on glucose wouldn’t work for fructose because fructose is a different atomic shape. These enzymes (I think) are present in different concentrations. So the lower the concentration of enzymes specific to a particular substrate e. g. lactose or whatever, the lower the rate of respiration using that substrate.

The only difference between the two is that glucose has an aldehyde group (its C=O is at the end of the carbon chain) and fructose has a ketone group (its C=O is not at the end of the chain – it’s in the 2nd carbon position) Also the rates were abnormally high (but not constant), and then they reached a LOWER constant rate. So somehow the yeast was respiring fast to begin with and then sort of accommodated to the substrate and reached a constant rate of respiration. did you leave the yeast solutions to equilibriate in the water bath?

If not then the fluctuations in respiration rate may be due to the yeast adjusting their respiration in response to the temperature Evaluation Sucrose and lactose are not single sugars (mono-saccharides). They are di-saccharides or double sugars. Yeasts, and just about living every living thing has to break complex carbohydrates to simple sugars, namely to glucose then to fructose. Sucrose is a double sugar made of glucose and fructose linked together. The enzyme to break that double sugar into single sugars is fairly commonplace among living organisms (and certainly in yeast).

Plus, under slightly acidic conditions, sucrose will break into the two single sugars automatically. Thus, sucrose breaks down to glucose plus fructose. Lactose is a double sugar made of glucose and galactose linked together. That link is both strong and the enzyme is not so common (certainly not in common bakers yeast). Even some humans lack the enzyme needed to break lactose when they become adults. Thus, the answer to your question is: fructose has a head start on becoming carbon dioxide over glucose and sucrose. And because the yeast can’t break lactose into digestible pieces, there will be no carbon dioxide.

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