How to Find Evidence to Support Every Claim in a Student Paper

How to Find Evidence to Support Every Claim in a Student Paper Writing papers is one of the most important skills anyone should master in their life, but students especially benefit from it. Good essay writing skills are not important only in high school or college, but can also lead to good presentation skills throughout one’s professional career. It’s well known that a student has to write at least a few hundred essays in his life, so the sooner he can master the skill, the better. While there are lots of features that separate good papers from bad ones, there’s one skill that’s critical to successful paper writing: learning to find and use evidence. What is evidence? Although the question might seem very straightforward, there are lots of students out there who confuse arguments and evidence. Textbooks are very often the reason why students confuse these two terms – they don’t offer great examples of writing and more often than not just list facts, rather them putting them together into an argument. To put it simply, scientific, cold facts with no opinions or personal insights count as evidence – what you do with them, how you build them up to support your case, is an argument. When writing an essay, you typically need anywhere between 3 and 5 clearly structured arguments to support your cause. These will all be founded upon clear, trustworthy pieces of evidence. Where to find evidence? The importance of these pieces of evidence is clear by now. Finding them among the vast ocean of resources that is the internet isn’t as easy as you might think at first. Evidence research usually takes up time, especially if you have a certain standard and want to use credible sources. Another problem you might encounter is that not every point you want to make in your essay can be supported by cold facts. While some of them can find a basis in scientific studies or statistical evidence, other might lack any anchor in hard facts. This is where evidence searching comes in handy. Here are some of the most important pieces of information you need about finding and using evidence: Don’t be afraid to change your opinion. Finding evidence to support each and every stream of thought might be very hard, but if you do stumble upon mountains of proof that dictate the exact opposite of what you believe, don’t be afraid to change your beliefs. This is a sign of maturity, not weakness, and your final paper will thank you. Look for evidence near key people from the field. More often than not, key resources or influencers from a certain field have already looked into the domain you’re writing about and have a thing or two to say about it. It’s very important to remember to check the background and previous opinions of these people so that you’re certain to be using credible sources, not just someone with a big mouth. Use google scholar. It’s a great resource to find serious scientific papers, statistical data and much, much more. The great benefit of this is that every google scholar article sends you towards other studies, data or even opinion pieces written by professional who disagree with the opinions stated. There is really way to underestimate the value of this tool. Talk to people directly. If you’re finding trouble with the sources above, there’s no better way to come up with evidence that contacting a serious professional directly. If their time allows them, they’re usually very eager to share their experience. Avoid argument-softeners. Sometimes, bad evidence (logical fallacies, opinion from less-respected professionals, data curated only to support a certain part of your argument) can hinder the overall power of an essay. Only keep the best evidence you can find and leave the rest behind. If you follow the above guidelines for finding evidence, essay writing will be a breeze and a pleasure. Your arguments will be much more structured and anchored in reality – which means your grades and relationship with your teacher will skyrocket.

SAT Advice Top 5 Tips for Test Prep

SAT Advice Top 5 Tips for Test Prep SAT / ACT Prep Online Guides and Tips Looking through pages and pages of SAT advice, tips, and strategies can get a bit overwhelming. If you’re looking for the information on the most important things to know about taking the SAT, you’ve come to the right place. Here, I’ll lay outmybest SATadvice: five tips tohelp you excel when you take the test. Read on to get the short and sweet version of everything you need to know. Tip #1: Figure Out Your Weaknesses If you're just starting to study for the SAT - or even if you're not -you'll want to focus onimproving your weakest skills.There are three core skill and knowledge areas that students struggle with on the SAT - your job is to think about which ones you need towork on the most. 1. Content The SAT isn't a one-subject test like the exams you take in school. In order to do well, you'll have to prepare for theWriting Language and Math sections(not to mention the optional Essaysection). If you're weak in a particular subject area in school, for example, you may see a weaker performance in the corresponding SAT section. 2. Timing The SATisdivided into strictly timed sections, meaning less time to work through questions. You may know all the relevant contentbut still have issues withfinishing all questions within the time limit. 3. Strategy The SAT may include confusing or even misleading questions. You may lose points on tricky questions like this. To do well on the SAT, you'll, of course, need to think aboutall three major problem areas. You'll want to spend time thinking critically, though, about which of these areas are your major "pain points" - areas that are leading to the greatest loss of points. The best way to do this is to workthrough actual study material. Once you've (ideally) gone through a full test underrealistic timing conditions, you can sit down and think about where you need the most work: content, timing, or strategy? Tip #2: Make a Plan Once you figure out what you need to practice most, your next step should be to come up with a study plan that addresses your weaknesses on a timeline that makes sense. What I mean by this is you should set a study schedule based on 1) the amount of time you have to prepare for the SAT, and 2) yourcontent, timing, and strategy weaknesses. The amount of time you need to study depends on how much you want to improve from your baseline score. Here are some general guidelines for the amount of time you should prep depending on thesegoals: 0-30 PointImprovement: 10 hours 30-70 Point Improvement: 20 hours 70-130 Point Improvement: 40 hours 130-200 Point Improvement: 80 hours 200-330 Point Improvement: 150+ hours Some students canfollow through on a plan with just independent study, whereas other students seebetter results with help from a tutoror an SAT prep course. If you’d like some more information on coming up with a study plan, check out our posts on how long you should study for the SATand putting together a sample study schedule. You'll be most successful with SAT prep if you lay out a roadmap for yourself before diving into study materials. Tip #3:Analyze Your Mistakes Perhaps the most important part of prepping for the SAT isanalyzing your mistakes. It's easy to breeze through questions and answers that you get right - it's a bit more tediousto spend time figuring out how and why you're messing up. Here's the rub:if you’re not thinking about the content and strategy issues where you under-perform, you’re missing out on valuable learning opportunities. So what are the most common mistakes you should look out for and learn from? The big categories of errors and mistakes include: Careless errors - you should have known the right answer, but missed it Content issues - you didn't have the information needed to answer the question Comprehension issues - you couldn't figure out what the question was asking Errors due to timing - these usually happen at the end of a section Lucky for you, we have an awesome comprehensive guideon how to properly review mistakes when working through SAT practice materials. Tip #4: Work Efficiently There are two key aspects of this piece of SAT advice. First, you'll want to budget your time wisely as you study. You can work efficiently as you study by: Being conscientious about sticking to your study plan (see Tip #2).If your plan is realistic but still challenging, you'll improve on your weak points without getting overwhelmed or distracted. Use the right study materials.If you practice with materials that don't accuratelyrepresent what you'll see on the SAT, you'll end up wasting time. Second, you'll want to budget your time wisely on the actual exam.You'll be most efficient on the SAT if you've practiced real sections under strict time limits, of course, but there are a few things you can do to make the most of your testing time: Skip difficult questions - you can always double back to them if you have extra time. If you know you can finish a section with a couple of extra minutes to spare, fill in all your bubbles at the end. If you have extra time, use it. Go back and double-check your answers to catch any silly mistakes. Still worried about timing issues on the SAT? Check out the following guides: How to stop running out of time on SAT reading How to stop running out of time on SAT math General SAT time management skills and strategies Tip #5: Take Care of Yourself The previous tips are meaningless if you show up on test day in bad physical and/or mental shape. Ultimately,your health and wellness are two of the mostimportant factors when it comes to SAT test performance. The SAT is a marathon of an exam, so it's important to prepare yourself the night before. This means getting a good night’s rest and a healthy breakfast. There are even more things you can do to take care of yourself the night before and the morning of the SAT- following those strategies will help you get the best score possible. Summary:Top 5 SAT Tips If you take away anything from this article, remember that these are the five most important SAT tips and strategies to use when prepping for (and taking) the exam: Tip #1: Figure out your weaknesses Tip #2: Make a plan Tip #3: Analyze your mistakes Tip #4: Work efficiently Tip #5: Take care of yourself If you implement these five tips, you'll be on the right track to ace the SAT. What's Next? There's so much more you can do to prep well for the SAT. A good place to start is with content - if you want to boost your score, it makes sense to be very familiar with the material that will be tested, right? Read about big pictureSAT reading questions, the best ways to use SAT math formulas,and the most important steps to writing an SAT essay. Looking for a survey review of the updated exam? You're in the right place - check out the complete guide to the new SAT. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Russia-Georgia conflict Research Paper Example | Topics and Well Written Essays - 3500 words

Russia-Georgia conflict - Research Paper Example This research paper takes a keen look at the crisis that took place between Georgia and Russia that lead to war between them. It keenly examines the buildup of the crisis between the two states. The tension between the two states had been caused by disagreement between them regarding matters of international importance. There were to separatist regions, Abkhazia and Ossetia, which had broken away from Georgia and were seeking recognition as independent states. Georgia, their mother country, objected this move and was struggling to win them back. In fact, she, along with other Commonwealth International States, had even imposed sanctions on Abkhazia. However, the resilient states went on to seek assistance in their bid to be recognized as independent breakaway republics. They approached Russia, along with other nations too and international organizations. Initially, Russia had warned Georgia against joining the NATO. Georgia disregarded this move and went ahead to join. This made Russ ia to be in support the breakaway republics. Russia acted by first lifting the sanctions imposed by the Commonwealth of international States on Abkhazia. She claimed that the sanctions were making life hard for the people of Georgia and also acting as an impediment to development. She also called upon other members of the Commonwealth International States to take the same action f lifting the sanctions. According to them, these sanctions were outdated and did more harm than good to the socio-economic development of the region. It also tries to look at whether there were any international agreements that had existed between the two states so as to identify whether the crisis was caused by a breach of agreement. This will assist in exposing the party which could have acted in breach of the agreement or expectations. In doing this, the cause of the war between Russia and Georgia will be clear because a brief outlook into the events that preceded the war has been done. The paper has als o looked at some of the after war events and the analysis of the whole crisis from different viewpoints. The lessons which can be drawn from the crisis so as to have a better way of approach to conflicts in the future also emerge from the keen analysis. Attempts to have proper agreements between Russia and Georgia There were two break away regions which were Abkhazia and Ossetia. They had broken away from Georgia and were seeking recognition as independent states. They mostly sort assistance from Russia among other countries and international organizations. Russia had warned Georgia against joining the NATO, lest they, made recognition to Abkhazia and Ossetia as independent countries. Georgia went ahead to join NATO and this made Russia to make the first move of lifting the sanctions that had been imposed on the Abkhazia by the Commonwealth of Independent States. A major conflict had arisen had arisen between Georgia and Russia because they had failed to come into an agreement about whether the two self-proclaimed republics were to be recognized. The UN together with other Western countries intervened in this conflict and attempted to resolve the dispute in an amicable manner. Several sessions were convened all with an aim of striking an agreement between the two states but they ended up bearing no fruits. Another Non-Governmental Organization that has majorly contributed to this topic is the Global Centre for the Responsibility to protect. It evaluated the Russia Georgia crisis. According to its findings, the Russian government argued that its military operations in Georgia were conducted for humanitarian purposes. Russia’s president, Prime Minister and UN ambassador termed Georgia’

Admission Essay Personal Statement Example | Topics and Well Written Essays - 250 words

Admission Essay - Personal Statement Example n identifying major failures of businesses that have taken place throughout the history and it will even help me analyze how corporate governance and better corporate practices can assist organizations in avoiding such failure and save one self from entering the phase of bankruptcy in case of complete failure. This course will even help me in learning how organizations from different fields such as steel and auto industry have failed and what the repercussions of these failures were. In these subjects I will even learn what other options are available to organizations other than accepting bankruptcy. Assignments that I will do during these courses will help be conduct in-depth research in the field of corporate governance as well as organizational restructuring. These subjects along with various other legal topics and courses will assist me in understanding the technical details of law and the rules and regulations surrounding business environment. In future I aim at working for the legal department of an organization and want to ensure that the organization experiences success under my

Division of Nursing and Health Management Essay

Division of Nursing and Health Management - Essay Example The patient is suffering from an associated nonallergic rhinitis where infection and underlying sinusitis are important causes. The rhinitis may also be associated with his use of antihypertensive agents as prescribed medications. Sinusitis or inflammation of the mucus-lined cavities of the nose occurs in high proportion of cases of upper respiratory infections. The congested turbinates have most probably blocked the openings of the sinuses, so the initial infection has changed into an acute suppurative process causing purulent discharge. Chronic inflammation of the nasal passages due to environmental exposure is an important cause, and in the management and patient education, this must be adequately attended to. The other issue to be included in the management is counteraction of the pathophysiologic process. Running et al. (2006) indicated that acute sinusitis occurs with infection of the paranasal sinuses. It is known that the most frequent initiating event is upper respiratory in fection. Inflammatory nasal congestion, edema, and transudation of fluid would lead to obstruction of the sinus cavities. These serve as excellent media for bacterial growth, and several common bacteria have been identified to cause such infections. The important issue in care management would be teaching patient self-care. ... Thus tonsillar inflammation and pharyngeal inflammation are normal to encounter (Rosenfeld et al., 2007). The tonsillar involvement is limited to inflammation, and the absence of exudates indicates absence of infection. The patient is suffering from an associated nonallergic rhinitis where infection and underlying sinusitis are important causes. The rhinitis may also be associated with his use of antihypertensive agents as prescribed medications. Sinusitis or inflammation of the mucus lined cavities of the nose occurs in high proportion of cases of upper respiratory infections. The congested turbinates have most probably blocked the openings of the sinuses, so the initial infection has changed into an acute suppurative process causing purulent discharge. Chronic inflammation of the nasal passages due to environmental exposure is an important cause, and in the management and patient education, this must be adequately attended to. The other issue to be included in the management is counteraction of the pathophysiologic process. Running et al. (2006) indicated that acute sinusitis occurs with infection of the paranasal sinuses. It is known that the most frequent initiating event is upper respiratory in fection. Inflammatory nasal congestion, edema, and transudation of fluid would lead to obstruction of the sinus cavities. These serve as excellent media for bacterial growth, and several common bacteria have been identified to cause such infections. The important issue in care management would be teaching patient self care. The instructions would involve methods which may promote drainage of the sinuses with the use of steam bath, increasing intake of fluid, and applying hot wet packs over the areas of involved sinuses. The patient uses over

A Comprehensive And Complete Strategic Report On Airasia Marketing Essay

A Comprehensive And Complete Strategic Report On Airasia Marketing Essay The report includes a detailed description of the company and highlights the achievements and strategic decisions that the corporate has undertaken since its establishment in 1993. Furthermore the report will carry on a detailed Macro environment analysis to evaluate the external factors which may affect the company currently or in the future. After analyzing the external factors and their impacts on the company, the report moves on to analyzing the companys micro environment. The comprehensive SWOT analysis also applied for understanding the companys current situation. The company occupies a strong position within Asian civil aviation, according to its successful low-cost business strategy model and financial resources. After great consideration and analyzing different strategic options for the company, this report recommends two possible future strategies for AirAsia, which are aligned with its current cost leader strategy. 2.0 Introduction AirAsia was established in 1993 in Malaysia. It was originally founded by a government conglomerate DRB-HICOM Holding Berhad. On the second of December 2001, the heavily- indebted airline was purchased by partners Dato Pahamin Rejab (former chairman of AirAsia), Dato Kamarudin Meranun, and Dato Aziz Bakar, Dato Sri Dr Tony Fernandes  [1]  . AirAsia began its operation as a low-cost carrier with two planes (both ageing Boeing B737 aircraft), serving five destinations (Kota Bahru, Kota Kinabalu, Kuching, Labuan, Langkawi and Penang) and a staff of 250. In 2003 the company opened a second hub at Senai International airport near Singapore and launched its first international low-cost flight to Bangkok. Since then it started a Thai subsidiary and launched Low-cost flights to Singapore and Indonesia. In 2004 flights to Macau were launched and in following year, 2005 flights to China, Philippines, Vietnam and Cambodia been launched by the company. AirAsia now is one of the award winning and largest low-cost airlines in the ASEAN which is expanding rapidly. It started with a simple goal that how to free air travel and make it so affordable that now everyone can fly. AirAsia Group (including its Thai and Indonesian affiliates) now operates a fleet of 90 aircraft and flies to more than 60 destinations from hubs in Malaysia, Thailand and Indonesia. AirAsia operates more than 3,500 flights a week, colouring the blue skies over Asia a bright red with their striking livery. The Group employs close to 7,500 staff and in its short history, has ferried more than 90 million passengers. AirAsia has become recognised as The ASEAN airline. It has achieved this by providing effective route connectivity and launching direct, unique and high-frequency flights linking ASEAN towns and cities such as Kuala Lumpur- Vientiane, Kuala Lumpur-Bandung, Phuket-Ho Chi Minh City and Bali-Bangkok. 2.1 Vision statement To be the largest low cost airline in Asia and serving the 3 billion people who are currently underserved with poor connectivity and high fares  [2]  . 2.2 Mission statement To be the best company to work for whereby employees are treated as part of a big family Create a globally recognized ASEAN brand to attain the lowest cost so that everyone can fly maintain the highest quality product, embarking new technology to reduce cost and enhance service levels  [3]  . 2.3 Business Strategy The foundation of the business has been set to deliver a no-frill, low cost, hassle-free and reliable flights and services to its passengers. The company believes in keeping costs consistently low which requires high efficiency and maintaining simplicity in every part of the business. http://www.airasia.com/iwov-resources/my/common/images/AirAsia/aboutus/strategy.gif source:aurasia.com 2.3.1 key strategic implementations Safety First High Aircraft Utilisation: quick turnaround of 25 minutes Low Fare, No Frills Streamlined Operations: making the process as simple as possible, single aircraft fleet Lean Distribution System : ticketless service Point to Point Network 2.4 Highlights of the company According to IATA in 2009 the traffic dropped 3.5% overall in aviation industry which included 5% decline in Europe, North America and the Asia Pacific region. However in 2009 despite of global economic downturn and fear of A(H1N1) influenza pandemic, AirAisa managed to produce an astounding 148% increase in its core operating Profit to RM447 million  [4]  . The company ferried around 22 million passengers. It also succeeded in driving its Ancillary services by introducing new lines of the service. It expects deliveries of new Airbus A320 aircraft and the phasing out of its Boeing B737 aircraft in 2010. In addition despite tight credit lines it was able to secure financing at competitive pricing for all its aircraft deliveries for 2009 and 2010  [5]  . Five years financial highlights (RM million, unless otherwise stated) For the year ended June For the 6 months ended 31 December For the year ended 31 December 2006 2007 Restated 2007 Restated 2008 Restated Revenue 1,071 1,603 1,094 2,855 Operating expenses 997 1,341 875 3,207 Operating profit/(loss) 74 262 219 (352) Associates contributions (0.5) (3.9) Profit/(loss) before tax 86 278 277 (869) Tax 116 220 149 373 Net profit/(loss) 202 498 426 (496) BALANCE SHEET Deposits, cash and bank balances 426 595 425 154 Total assets 2,574 4,779 6,430 9,406 Net debt 627 1,959 3,272 6,453 Shareholders equity 1,148 1,662 2,099 1,606 CASH FLOW STATEMENTS Cash flow from operating activities 282 595 256 (416) Cash flow from investing activities (1,249) (1,943) (1,581) (2,602) Cash flow from financing activities 1,067 1,509 1,141 2,749 Net Cash Flow 100 161 (184) (269) CONSOLIDATED FINANCIAL PERFORMANCE (%) Return on total assets 7.8 10.4 6.6 Return on shareholders equity 17.6 30.0 20.3 Return on capital employed 4.2 7.2 4.1 Operating profit margin 6.9 16.3 20.0 Net profit margin 18.8 31.1 38.9 CONSOLIDATED OPERATING STATISTICS Passengers carried 5,719,411 8,737,939 5,197,567 11,808,058 Capacity 7,378,075 11,140,764 6,621,276 15,660,228 Load factor (%) 78 78 78 75 RPK (million) 6,702 9,863 5,930 14,439 ASK (million) 8,646 12,391 7,919 19,217 Aircraft utilisation (hours per day) 12.0 12.0 11.9 11.8 Average fare (RM) 174 171 195 204 Revenue per ASK (sen) 12.4 12.9 13.8 13.9 Cost per ASK (sen) 11.5 10.8 11.0 11.4 Cost per ASK excluding fuel (sen) 6.6 5.2 5.4 4.2 Revenue per ASK (USc) 3.35 3.65 4.06 4.22 Cost per ASK (USc) 3.12 3.06 3.25 3.49 Cost per ASK excluding fuel (USc) 1.79 1.46 1.60 1.27 Number of stages 48,339 68,195 38,507 89,118 Average stage length (km) 1,163 1,088 1,183 1,207 Average fleet size (Malaysia) 20.5 27.1 31.6 36.6 Size of fleet at year end (Malaysia) 26 34 39 44 Size of fleet at year end (Group) 42 54 65 78 Number of employees at year end 2,224 2,924 3,474 3,799 Percentage sales via internet (%) 60 65 65 70 Source:airasia.com 2.4.2 Ancillary Services The company offers different ancillary services, such as AirAsia cargo, insurance, holiday packages and credit cards. Since 2010 it offers a non flight ticket booking service called AirAsia RedTix which offers ticket booking for concerts, musicals, theatres, sports and other events. It also offers some loyalty programs. Furthermore it is focusing on building its own supply chain for ancillary services to provide better pricing for its passengers. The company mainly use its website as a distribution channel to offer its services. The company achieved 34% growth in its ancillary income in 2008 and it expect around 50% growth in 2010. 2.5 Company description Its subsidiaries are Crunchtime Culinary Services Sdn Bhd; AA International Ltd, which is an investment holding company; AirAsia Go Holiday Sdn Bhd, which is engaged in tour operating business; AirAsia (Mauritius) Limited, which is engaged in providing aircraft leasing facilities to Thai AirAsia Co. Ltd ; Indonesia AirAsia ; VietJet AirAsia ; AirAsia RedTix ; Airspace Communications Sdn Bhd; AirAsia (B) Sdn Bhd; AirAsia Corporate Services Limited; Aras Sejagat Sdn Bhd, which is a special purpose vehicle for financing arrangements required by the Company, and Asia Air Limited, which is engaged in the provision and promotion of AirAsia Berhads in-flight food to the European market  [6]  . 2.6 AirAsia organizational structure The following chart shows the corporate structure and principal operating companies for AirAsia. http://www.airasia.com/iwov-resources/my/common/images/AirAsia/aboutus/chart_organization.gif Source: aiasia.com 2.7AirAsia route Network One of the key strengths for its business is to continuously expand its route network and the frequency of flights, which provides the advantage of more connectivity for the passengers. AirAsia operates from nine regional hubs. AirAsia flies to over 60 cities in 16 countries with 126 domestic and international routes  [7]  . When the company attempts to launch its low cost long haul flights (AirAsiaX) most of the airlines assumed that such attempts will fail due to the more cost and complicity in long haul flights. However the company were quiet successful since it has launched its long haul flights name as AirAsiaX and has earned numerous industry awards, including Asia Pacifics best New Airline in 2008 for its low cost long haul business model. Now there is huge market to expand its long haul flights to different countries. Currently AirAsiaX flies to China, India and Indonesia. The company uses the brand likening agreement which allows it to use the AirAsia brand and a shared services agreement which will benefit the company by sharing resources such as marketing team, distribution channel, cabin crew and pilots. The combined short-haul and long-haul networks feed each other. In the six short years since its inception, Thai AirAsia has become Thailands largest low cost carrier with a market share of 67.81% by passengers and of 67.80% by aircraft movement. It has ferried over 19 million passengers to various destinations. In 2009 the company expanded its rouà ©s in Thailand from 19 to 26 destinations. AirAsia now has two Airbus A320 aircraft based in Phuket, and achieved a load factor of 76% (79% domestic and 74% international)  [8]  . AirAsia currently operates four hubs in Indonesia. As the main hub, Jakarta connects Indonesian passengers to many cities across ASEAN. In 2009, it expanded its routes to Australia, Bangladesh, Sri Lanka and Taiwan. The company key focus in 2010 is India. Apart from Tiruchipillai, the company has added Kolkata, Kochi and Trivandrum to their network. Furthermore the company will focus into six new India routes in 2010  [9]  . 2.8 Joint venture and strategic partnership highlights The company business strategy is cantered on cost leadership, which is focused on price-sensitive customers on long-haul and short-haul flights. The company is mainly focused on joint venture partnership to expand its long-haul flights globally. As AirAsia chief executive Tony Fernandes said: With joint purchasing power it means that we can potentially work with airline manufacturers on the right configuration and design of an aircraft specifically for AirAsia and that the best suits our operational needs for the future  [10]   Airaisa recently (09/04/2010) singed a strategic partnership agreement with VietJet Aviation Joint Stock Company. The company earlier had acquired a 30 percent equity stake in VietJet Air( Vietnam Airlines) which was the first step to lunch of a Vietnam-based, low-cost subsidiary. The trade name is VietJet AirAsia which will be operating both in domestic and international market. The governments of respective companies were fully supportive to the lunch of VietJet AirAsia which will be offering low fares to boost the travel and tourism in Vietnam and the rest of ASEAN region  [11]  . http://www.asianewsnet.net/home/images/space.gif AirAsia recently (06/01/2010) signed an airline alliance agreement with Australias Jetstar to pool recourses and expertise, procure new aircraft and revenue-sharing deals which could lead to cost savings of $200m and $300m annually. The next step for the partners would be to look at joint venture on routes and other commercial activities including joint procurement of hotel inventory for holiday packages. Plans include saving on costs including aircraft purchasing, maintenance and design, since both airlines operate with similar fleets  [12]  . The Virgin Group became an investor in  AirAsia  X to the tune of a 16% stake. The majority stake with 48% is a Malaysian group that includes Fernandes, while  AirAsia  itself has 16%; Japanese aircraft lessor Orix Corporation has 10% and Bahrains Manara Consortium has 10%. AirAsia  X began operations in late 2007 to Australias Gold Coast and now flies to three destinations in that country and two points in China, as well as the UK. It is seeking more A340-300s for longer-haul routes and has 23 A330-300s on order. 3.0External analysis 3.1 PESTEL analysis POLITICAL ECONOMIC SOCIAL Political uncertainly in Malaysia and Thailand Increased tension between Malaysia and Indonesia Severe Security Measures and Restrictions Terrorism attacks mostly in Malaysia and Thailand Increase in route charge by the Government Government support for national carriers Establishment of Climate Protection Charge, so the aviation industry has to compensate further taxes for carbon emission. . Currency fluctuation GPD growth rate The low-cost airline industry is in the growth rate of the life cycle High price ceiling of petroleum products and fuels Recession Changing economy leads to change in lifestyle which includes frequent flying for vacations Operating in ASEAN with different cultures and languages Operations increased in grey market Increasing Population Rising in middle class TECHNOLOGICAL ENVIRONMENTAL LEGAL Fuel efficient engines and air frames Teleconferencing for business Technology expansion in terms of internet sales Online check in Use of technology for ancillary services Wireless technology expansion Use of new Airbus A330-300 Use of information and communication Technology(ICT) Yield management system Computer reservation system Enterprise resource planning system Strict checks on Green house and global warming issues due to pressure from eco-friendly friends. Emission trading scheme Energy consumption and noise pollution controls Land for growing airports No food and beverage service inside the flights so reduce leftover waste Restrictions on mergers Preferential airport rights for some carriers ASEN Regulations Health and safety Other landing charges Compensation Political Political uncertainly in Indonesia and Thailand is not in Airasias favour as it operates mainly in both countries. Since 2006, Thailand has been facing many political issues. In April 2009, Red shirt protestors, who were angry that Thaksins government was forced out of office, caused the cancellation of ASEAN summit and their latest antigovernment protestors went on March 2010 which caused the closure of some airports in Thailand. Moreover as a result of granted exploration rights in oil rich waters off the coast of Borneo have increased tension between Malaysia and Indonesia  [13]  . As mentioned earlier, AirAisa offers long haul flights through strategic alliance with different airlines and willing to expand it further. The main political issue which the company may face in the future is the political relationships with the respective countries which may affect the operation of the company. Economic Fluctuating fuel prices: It has increased turbulence in aviation industry. According to the International Energy Agency the world aviation fuel demand will grow through 2010 led by Asia  [14]  . This current technique of global supply chain incurs large-scale costs to AirAsia who is unable to secure low-cost fuel. This is not good for this no-frills airline ait wants to stay in the market as a low-cost airline and to deliver customers what they want without added costs. Malaysia GDP Growth Rate: The Gross Domestic Product in Malaysia is in companys favour as GPD contracted at an annual rate of 2.60 percent in the last quarter. Malaysia Gross Domestic Product is worth 192 billion dollars or 0.31% of the world economy, according to the World Bank. Malaysia is a rapidly developing economy in Asia. Malaysia, a middle-income country, has transformed itself since the 1970s from a producer of raw materials into an emerging multi-sector economy. The Government of Malaysia is continuing efforts to boost domestic demand to wean the economy off of its dependence on exports  [15]  . Country Interest Rate Growth Rate Inflation Rate Jobless Rate Current Account Exchange Rate Malaysia 2.75% -2.60% 1.70% 3.70% 30449 3.1820 Economic Forecast 2009 2010 Malaysia GDP Growth Rate Sources: ASEAN Finance and Macro-economic Surveillance Unit Database; national statistical offices. Social AirAsia operates in a region with diverse culture, language, origin and religion. As a result the company operates in a market where consumer preferences and demographics are different and uncontrollable. Consumer behaviours are becoming increasingly difficult to predict as contemporary consumers tend to shift loyalties from one brand to another due to price differences or even lack of basic consumer consistency. The competition in low-cost airlines within Asia region is increasing, giving consumers vast choices to choose an airline. Thus in order to fully utilise a market, bring value, increase its consumer generated revenue and relate to the diverse consumer needs, AirAsia must completely understand the market. Technological AirAsia uses the latest information and technology system which allows it to reduce its operating costs. The company has adopted variety of information technologies such as Yield management system, Computer reservation system (CRS), Enterprise Resource Planning System (ERP). Furthermore the company operates with youngest fleet, Airbus 300-330 which again allows the company to operate more efficiently. Environmental In the Asia Pacific region, rapid economic and population growth creates serious social consequences from environmental problems of  global warming and air pollution. The air travel is constantly increasing in that region as consumers are more driven with better technology; this has however increased issues related to global warming and green house effects. AirAsia is always expanding which spells disaster for the planet as more flights mean busier airports, bad sound quality for people living and working near the airports, more noise and air pollution. The company however says its airplanes are more efficient, quieter and thus have less environmental impact. CO2  Emissions from Malaysia Total Fossil Fuel CO2 Emissions from Malaysia graph Source: http://cdiac.ornl.gov/trends/emis/mys.html Legal As mentioned earlier, AirAisa offers long haul flights through strategic alliance with different airlines and willing to expand it further through more partnerships all over the world. The main legal concern for the company is to sort out the legal issues and obtain clearance from the respective countries. As AirAsia Group CEO Fernandes has said that the budget airline would fly to North America once it sorted out the legal issues and obtained clearance from the respective countries  [16]  . Also the company has signed sponsorship deals with different companies, such as its sponsorship deals with National Football Leagues (NFL) Oakland Raiders, which brings its own legal issues. Furthermore the company should pay more attention to health and safety regulations as well. Overall it can be said that the external environment (PESTEL) for AirAsia is relatively stable, however the companys biggest problem involves the legal obligations. It should try to keep the Legal environment as steady as possible. Furthermore the perception of consumer behaviour is another issue for the company and it should develop strategic tools to improve total consumer investment and sales performances. 4.0 The industry environment AirAsia is engaged in the civil aviation industry where it provides low fare, long haul, short haul, point-to-point scheduled passenger airline services. In 2009 AirAisa managed to produce an astounding 148% increase in its core operating Profit to RM447 million  [17]  . The company ferried around 22 million passengers. It also succeeded in driving its Ancillary services by introducing new lines of the service. 4.1 Porter five forces Power of the supplier Supplier power is moderately high. Airbus is AirAsias main aircraft supplier, which means they have high supplier power. Also the switching cost from one supplier to another one is high as it involves lots of hidden costs, e.g. retraining pilots and mechanics. Airports also plays a crucial role as suppliers, the charges for main airports are very high as they are dominant player in supply chain, but the secondary airports have lesser bargaining power. Power of the buyer Buyer power is moderately high due to no switching cost from one airline to other one and it can be easily achieved. Also the easy access to the internet will allow customers to gain information on the prices which are charged by other airlines. Rivalry Rivalry power is in the companys favour. The low-cost operation of the company allows it to offer the cheapest price in the market. However there is a threat that, the profitability of LLC will attract full service airline to lunch its LLC version which will increase the degree of rivalry in the industry. Power of substitute Fortunately, the geographic structure of Asia which is so vast and the large distance between countries has made the air travel the most efficient and convenient way to travel, which makes the power of substitution such as trains or ferries low to the company. Power of new entrant The threat of new entrants is moderately in AirAsias favour at present. The high capital requirements to enter the market and high exit barrier prevent many entrants to the market. In addition, AirAsias current leading role and favourable brand awareness make it a first choice amongst the current competition. However, potential new entrants from full service carriers could be threats in the future and long term. Based on the industrial scanning, the demand for low-cost airlines in Asia is expanding. The profitability of LLC will attract full service airline to lunch its LLC version which will increase the degree of rivalry in the industry. However AirAsia is the market leader in Malaysia, Thailand and Indonesia and in order to overcome the future rivalry it should focus to add value to its services in order to keep its position in the market. 4.2 value chain The value chain logic is that every company occupies a position in the chain which is then passed downstream to the customer. Inbound Logistics is the start of the value chain which includes airport agreements, low cost suppliers and so on. AirAsia serves through secondary airports (significant savings) in various locations where it is able to get good contracts with the airport authorities. It even attempts to negotiate discounted fees by delivering an annual increase in passenger traffic where practical. So it has good relations with its contractors, Airbus being its main supplier of aircrafts provides on-time delivery, gives discounts so it is able to maintain common fleet which reduces costs and saves time. It also does outsourcing in the form of its online web check-in for its passengers. Support activities Firm infrastructure Finance Accounting Quality assurance HR management Providing recruitment and staff training Providing pilot training Providing Yield analyst training Providing In-flight training Technology Adopting information technology such as CRS, FSS, YMS Baggage tracking system In-flight system Procurement Technology acquisition Primary activities Inbound logistics Aircraft purchasing or leasing Aircraft fuel and parts purchasing Landing slot acquisition Flight and crew scheduling Operations Transporting passengers Flight scheduling Courier operation On-board services Outbound logistics Providing transportation Baggage claiming Marketing and sales Advertising and promotion: the most important activity to create more brand awareness. Direct sales Selected travel agent Services Call centre system: to tackle problems with customer enquiries Lost and found services AirAsias value network is a combination of players which comprises of its external network of its customers, stakeholders, complementors, open innovation networks, intermediaries and suppliers, and its internal network focusing on key activities, processes and relationships such as order fulfilment, innovation, customer support and so on. In order to add value it is necessary to position all parties in the value network business model so they can then deliver value to customer supply. Based on the information collected, value can be analyzed, and within this network a companys value share position can be determined. 5.0 Internal analysis 5.1 Current strategic implementations AirAsia has currently adopted information technologies strategically to integrate the operations and coordinate all the business and management functions. The followings are few system implementations that AirAsia has done in its marketing and sales activities as well as operation activity in the value chain. Yield management system Computer reservation system(CRS) Enterprise Resource Planning System(ERP) IT implementation and strategic alignment 5.2 Positioning The company has p

Brain Development in Victims of Child Abuse Essay -- Neurobiology of C

Child abuse is a widespread problem in America and beyond. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children(1a). For many years, experts believed that the negative effects of child abuse, such as emotional problems, flashbacks to traumatic events, and even learning problems, were psychological phenomena only, able to be cured with therapy. Now, however, beliefs are being changed with the help of tools such as MRI imaging, able to detect actual changes in brain anatomy, and it appears that what doesn't kill you may still permanently weaken you, at least when it comes to child abuse. The chief danger to the brain in child abuse, besides direct injury by the abuser, is the stress placed on fragile, developing tissue. Traumatic stress placed on the brain, such as that caused by abuse, will activate the locus ceruleus, which through a release of the neurotransmitter norepinephrine will cause the release of neurotransmitters such as epinephrine, dopamine, and more norepinephrine (2). These neurotransmitters are called catecholamines and are complemented by glucocorticoid stress hormones such as cortisol (2). Stress hormones and neurotransmitters are necessary to the normal function of the brain, and are to some point beneficial, but unusually high levels of these chemicals caused by abuse, especially over an extended period of time, can be very harmful (3). When levels of glucocorticoid hormones are elevated for an extent of several days due to stress, the neurons receiving these hormones begin to be damaged (4). Neurons begin to atrophy and the growth of new neurons is halted (4). If the stress continues for too long, neurons will die (4). This problem is ex... ...II, an article from the Journal of the American Academy of Child and Adolescent Psychiatry, about the damaging effects of stress hormones on the developing brain http://info.med.yale.edu/chldstdy/plomdevelop/development/January99.html 5)Developmental traumatology part II: brain development, an article detailing a study of the effect of post-traumatic stress disorder upon the brains of abused children http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T4S-3WK3RV4-4&_user=400777&_coverDate=05%2F15%2F1999&_rdoc=1&_fmt=full&_orig=browse&_srch=%23toc%234982%231999%23999549989%2399771!%20AND%20(%23UOI%23B6T4S-3WK3RV4%204)%20&_cdi=4982&_sort=d&_acct=C000018819&_version=1&_urlVersion=0&_userid=400777&md5=4e6b134b5ccc9a8bd44fd1a8d05a5eab 6) Teicher, Martin H. "Scars That Won't Heal: The Neurobiology of Child Abuse." Scientific American 286.3 (2002): 68-75

Block Scheduling

UNION UNIVERSITY THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF LITERATURE SUBITTED TO DR. BENNY TUCKER IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators have researched ways to use time more productively, major changes have been occurring in high school schedules. Within the context of education reform, one of the attributes of the traditional educational system that has been a focus for systemic change has been the use of time (Trenta & Newman, 2002).In Nichols’ (2005) research, it’s noted that one of the most important concerns expressed in A Nation at Risk report was related to how effectively classroom instruction time was being utilized in America’s schools. Evans, Tokarczyk, Rice & McCray (2002) indicated that this report offered many recommendations for school reform initiatives, includin g restructuring for more effective use of school time and increased concentration on core academic subjects.According to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school time since the 1980’s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) found that approximately 66. 7% of high school graduates from the class of 2004 enrolled in colleges or universities, the importance of high school as a means to prepare students for a successful college experience is essential (p. 1).According to Zepeda and Mayers (2006), â€Å"as the accountability bar rises, schools continue to explore avenues for increasing student achievement, and school leaders have examined new teaching methods, emerging technologies, and alternate scheduling patterns to improve the teaching and learning processes† (p. 137). Nichols (2005) states that in response to A Nation at Risk report, many concerned educators and community leade rs at all levels argued that schools should increase the length of the school day and the school year and simultaneously restructure the traditional daily schedule.Trenta & Newman (2002) wrote that while some efforts have focused on seeking ways to add time to the academic year and the academic day, other efforts have focused on maximizing the time already in the calendar (p. 54). As schools seek to determine the most effective teaching strategies to increase student achievement, Zepeda and Mayers (2001) says one especially attractive option has been block scheduling. This scheduling is in effect in approximately 30 percent of the nation’s secondary schools. What is block-scheduling? â€Å"Block-scheduling is a method of scheduling the six-hour school day into â€Å"blocks† of class time.Sometimes referred to as Extended-Period Schedules, block scheduling is supported by advocates because it keeps students in class for longer periods of time, reduces the amount st udents spend transitioning between classes, and gives students and teachers more opportunities to get to know each other (www. education. com). † Rettig (2005) indicated that the most common type of class schedule used in America’s secondary schools is the traditional schedule, whereby classes usually meet daily and students attend six, seven, or eight classes per day (Two Leading†¦, para. 1).According to Queen (2000), there are necessary steps and they remain imperative for schools examining the possibility of moving to a block scheduling (p. 221). Gruber and Onwuegbuzie (2001) reported that an increase in block scheduling in the past decade has been attributed to factors such as the input from the business community calling for â€Å"fundamental change† in education (p. 33). Although block-scheduling has been discussed for a few decades, it has become a subject of considerable debate. There is a plethora of factors to impact student’s achievement bu t this research will focus on classroom scheduling.The purpose of this study is to provide an assessment of the relationship with school scheduling and student’s achievement. For the purposes of this paper, I define student achievement as any positive result(s) occurring to the student because of the schooling process. Chapter 2 Literature Review According to Kienholz, Segal and Yellin (2003) changes in approaches to teaching and learning are common in schools as we strive to improve the education that we are providing our students, as well as help them to achieve higher levels of success.In the past decade or so, block scheduling has become one of the most popular scheduling alternatives to the traditional schedule previously held by many districts. Block scheduling is not new on the block. It can be traced back to the early 1960s when J. Lloyd Trump of the Oregon department of Education urged that the school schedule be reexamined to consider longer class periods as a way o f improving instruction (Kienholz et al. , 2003, p. 62). When following the block schedule, Rikard & Bannville (2005) stated that schools devote larger periods of time, often 90 minutes instead of 50 to 55 minutes, to each class period.Block scheduling has been configured in different formats, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on alternate days, while on the 4 x 4 format students attend the same four blocked classes each day for 90 consecutive days once per year (p. 26). As a result, students have fewer classes per day or term, and teachers and students should be able to focus more deeply on the material.While still relatively new in the world of education, block scheduling has been the cause for much debate over whether it increases student achievement or not. While the aim is to provide teachers and students with larger, uninterrupted periods of time with which to delve deeper into class content and pr actice. The block has the potential to increase student learning but only with effective usage of time. This will help answer the questions about the impact lock scheduling has on success (Rikard & Banville, 2005, p. 33). The main findings of the esearch for this paper present information on both sides of this argument, and discuss the block schedule with relation to students, parents and teachers perceptions, advantages and disadvantages and finally, student achievement (Rikard & Banville, 2005). Students, Parents and Teachers Perceptions As Rikard and Banville (2005) findings were â€Å"consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format.Sixty six percent of teacher perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion (p. 26)†. Jones (2000) research from a high school in Southern Georgia had a one-week trial period in which students and teachers participated in block schedule. In the week subsequent to the trial period, a survey was issued to students by administration to determine the social validity of the program. Students were not required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the high school at the time of the study. Jones’ study included various questions on the survey, with the last addressing whether or not block scheduling was an acceptable alternative to traditional scheduling. The scale by which students answered ranged from 1-5 with 1 being most agreeable and 5 strongly disagreeing.The mean score was 2. 85, which leaned mo re toward students in agreement of the change. However, it was close enough to the median that it could not be considered a significant enough difference to determine the social validity of the trial period (Jones, 2000). Veal and Flinders (2001) executed a study that was conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule (p. 21). Chi-square and ANOVA analyses comparing block, hybrid, and traditional teachers found significant differences in four areas: 1) changes in teaching methods, 2) opportunities for reflection, 3) relationship with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational data, ins tructional methods for most of the teachers with block classes changed (Veal & Flinders, p. 6). A study by Adams and Salvaterra (1998) included 67 teachers in four block scheduled high schools in Pennsylvania to see how the teachers perceived the block schedule, and whether or not they changed their instructional practices to accommodate that schedule. Some teachers felt unprepared for the schedule change, and were worried about being able to cover all of the content that they were accustomed to covering. For some, they still felt that â€Å"the textbook drives the curriculum; a sense of urgency to cover the book persists† (Method section, para. 2).The teachers that felt they had not received enough training for the block schedule showed some resistance to shifting from traditional schedule of content or continued to use activities that did not fit well under the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that while some teachers fe lt that the block schedule was a great fit and looked for ways to use it to its fullest, one main finding was that â€Å"Teachers in all four schools identified a need for staff development, particularly in pedagogical techniques such as cooperative and integrated learning† (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 first-year teachers in the Midwest, all teaching on the 4 x 4 block schedule. Each of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within three months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, middle, and end of year to get their perceptions of the block schedule. Only the teachers were interviewed, so administrative and student feedback was not included.These new teachers found that they were â€Å"having difficulties in adjusting their instruction to the extended block periods, various instructions throug hout the period, and running out of materials and/or activities before the end of the period (Analysis of the Data section, para. 2). These teachers did not think that they possessed the repertoire of activities needed to successfully carry out a class on the block schedule, and they also expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting Instruction section, para. 5). Later in this study, teachers also expressed feelings of being unprepared to assess students effectively on the block schedule (Zepeda & Mayers, 2001). Veldman (2002) looks at the information from Coopersville High School (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of block schedule (A/B Block). On one day, students would attend 4 classes, while on the following day, 3 classes with study hall imbedded therein.After four years of being on the A/B Block schedule, the school system found that there were several scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the best aspects of both traditional and block schedules per Veldman (2002). The new schedule, known as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In preparation for the implementation of the new schedule, Coopersville High School (CHS) provided professional development to faculty that enriched instructional techniques and teaching strategies and focused on learning styles. CHS attributed much of the success of the program to an outpouring of communication among all stakeholders. Although test scores were not available at the time of the study, Veldman states that the new schedule was proving to be a success with teachers and students alike.According to Jenkins, Queen and Algozzine (2002), it can be argued that because of the additional instructional time received on a block schedule, teachers have more of an opportunity to utilize an assortment of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings also revealed that there were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey responses, teachers from both sides of the spectrum maintain the same types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted by Payne (1996) involved a questionnaire for faculty and students whose school was on an â€Å"alternating day† block schedule.This schedule allowed for students to attend a scheduled set of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in smaller increments in the day. Payne concluded that both faculty and students were satisfied with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 high school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behav ior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positively in all categories on the questionnaire, while nearly the opposite was true for the lower-achieving students, â€Å"In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school functioning and the highest support for block scheduling† (Discussion section, para. ), while, in contrast, â€Å"Students who were the lowest achievers had the lowest support for block scheduling, worst teacher relations, and worst perceptions of student behavior† (Discussion section, para. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardized test scores. Shortt and Thayer stated that the data they collected indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen physical education teachers at their school sites from eight high schools located in a southeastern school district in the United States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusi on per Rikard and Banville (pg. 6). In Persin’s (2002) research, he researched student attitudes toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. â€Å"The participant’s overall attitude toward internet-assisted instruction was 1. 93, which is slightly higher than an â€Å"agree† response since â€Å"strongly agree† is rated at 1. 00. Also, attitudes based on gender were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65)†. Jenkins, Queen and Algozzine’s (2002) research, â€Å"To block or not to block: That’s not the Question, was to compare teachers’ opinions about the ir preparation for using various instructional practices as well as their use of those practices and the appropriateness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) North Carolina high school teachers participated in this research; 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were made between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed very similar answers, except that for peer coaching/peer tutoring, â€Å"teachers on the block schedule reported a higher use of this strategy than id their peers teaching with a traditional s chedule† (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, â€Å"teachers on the block schedule reported a higher appropriateness of† (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, there were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southern Georgia high school students and asked them what they thought of the block schedule after a one week trial period.Although this was a brief introduction to the schedule, this study provided data for those considering moving a school to the block schedule from students who had actually had a taste of the schedule, instead of simply having it explained to them. Participation was on a voluntary basis, and data could only be taken f rom those who chose to participate, making the sample less representative. One disadvantage noted by the students was that they had â€Å"difficulty paying attention through the longer class periods† (Overall Results section, para. 1).The study had a positive outcome, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while â€Å"Students reported that the block schedule had important advantages, especially increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly acceptable alternative to traditional scheduling. Some expressed a slight preference for traditional scheduling (Slate & Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers’ perceptions of block scheduling which included the A/B block and the 4/4 semester plan. They interviewed 18 special education teach ers operating as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nine in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about Special education†¦section, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All nine 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan preferred this variation of block scheduling over the single-period schedules (Santos & Rettig, 1999, Special Educators Speak Out section, para. 1) . Advantages and Disadvantages Despite its advantages, as Bryant & Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teach ers to use various strategies in a single period (p. 9) Weller & McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team teaching aids greatly in including students with high incidence disabilities in general education classrooms, and assists in meeting the educational needs of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student scores, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that neither was proven to be noticeably more successful than the other in terms of the students’ level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the decisions of some schools to abandon the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as saying that the block schedule is â€Å"a grassroots movement. It seems to build its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do better† (para. 7). This statement relates both to the reasons for schools keeping and leaving the block schedule in this article. Schools continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 credits over the course of a four-year high school career. This allows four more than is possible with the seven-period day† (para. 9). These schools also felt that students were less stressed on the block schedule â€Å"†what the block does is create a climate in which the kids feel a lot less stress†¦not worrying about seven differ ent classes, seven different sets of rules, and the possibility of several different tests a day† (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While extra time can be very beneficial in class, some administrators feel that â€Å"many teachers used the additional minutes as busy time† (Quick Abandonment section, para. 3). Additionally, there can be staffing issues in smaller schools, â€Å"when you go to the block, you have to hire more teachers, that’s what it boils down to† (A Money Decision section, para. 3), and then there is the fact that at this point, there is no conclusive proof that the block schedule is the more successful of the two schedules, â€Å"I’ve never really seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a general feeling it was better but no one could p rove it† (Kenney, 2003, A Money Decision, para. 5). Santos and Rettig (1999) says â€Å"The rapid spread of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, little research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1)†. One particular study focused on this exact issue: Is any one schedule better for students with disabilities?The study focused on a total of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools involved had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small sc hools). At the end of the study, a total of 12 schools participated in the study. All schools involved were 9-12 grade high schools with similar attendance and graduation rates.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos & Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test scores in reading, language, math, science, and social studies, GPA’s, ACT test scores were reviewed from all schools to assist in determining a difference in achievement of students on block and traditional schedules.After reviewing test scores and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teache rs on both schedule types were highly satisfied with the schedule on which their school was established. It was also discovered that teaching strategies were very similar and there was very little, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a specific disadvantage for the block schedule, the fact that it does not always reach the low achieving student population is something to be considered when looking at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the implementation of block scheduling was not initiated to affect student achievement directly. However, in many studies conducted nationally, the focus has bee n on how block scheduling influenced the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78).Effects on academics have been investigated primarily by studying the following: grade point average, honor roll achievement, numbers of failures and dropout rates and student’s performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student scores on the Georgia High School Graduation Test (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were taken from before the schedule change in 1996-1997. The scores were then compared to after the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was â€Å"no significant difference in GPA between the two groups†. Significantly higher scores were noted for students on the traditional schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and Language arts. Over the course of this study, Nichols noted that the block schedule did not have a noticeable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable GPA differences between them, and in â€Å"the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained† (p. 301). Similarly, GPA in the individual schools themselves did not differ greatly from year to year, and after the schedule transition. â€Å"Student GPAs for River High School and South High School were initially lower than for other high schools in the district and after block conversions, the students g enerally maintained the lower achievement† (p. 02). Unfortunately, the same was true for higher scoring students, â€Å"Oak High School and North High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or language arts courses† (p. 303). The one noticeable area of change that Nichols does notice is that the number of students taking English and language arts increased substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. Data were taken on the traditional schedule from 1992 – 1994 and on the block schedule from 1994 – 1996. While evidence was expected to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, â€Å"the mean score for the traditional schedule was consistently higher than the mean scores for the block schedule† (hypothesis 4, para. 2), however, there was significant support for the block schedule when â€Å"using the students’ final classroom grades for comparison (results, para. 4). The outcome could be based on many factors, such as tests being more closely tied to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board Office of Research and Development did a study in 1998 that compared advanced placement test scores of students on both the block and the traditional schedule, and found that students on the traditional schedule score d better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the fall semester, as they were more removed from the course at the time of the test, or had not yet completed the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and analyzed in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administered to both 10th grade students and staff at the participating schools, this data was collected and analyzed to make comparisons between student and staff perceptions, as well as noting any correlation between positive views and feelings of success on the block schedule. â€Å"The analysis of this study was completed in three phases: (1) an extensive search of the research concerning block scheduling, (2) construction of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142)†. The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particularly beneficial or effective wi th regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School located in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been implemented because the school decided that their â€Å"philosophical position was that neither all block nor all traditional schedules best serve all students, teachers, and subjects†¦we review student performance, teacher opinion, and available research annually to determine how to best offer the particular course under review† (p. 49). Through this schedule, the school is showing that their i ntent is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note that some of its advantages are â€Å"less homework each night because of a lighter course load† (p. 48), that it can help â€Å"at-risk students because they usually have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses† (p. 48), also that â€Å"block courses are taught in a more hands-on-way† (p. 48). In a detail evaluation of the Copernican plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on physical education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high schoo l and one middle school located on the West Coast United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this study spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend adequate time on fitness development to actually experience improved physical fitness per researchers (p. 178). † Hynes-Hunter and Avery (2007) referenced the research from Claxton and Bryant (1996) clarified that it is a possibility that the ideal place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a c onvenient time to eliminate it. But if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), â€Å"There was a dramatic increase in Physics Honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly lecture notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. Class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was enhanced with Web-Assisted Instruction (p. 1)†. In yet another study, two types of block schedules (4Ãâ€"4 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along with the ACT, which was administered during the students’ junior year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 4Ãâ€"4 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 4Ãâ€"4 block schedule exceed those on the A/B block and traditional schedules. Gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block sch eduling (Lewis, 2005).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on the success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The rudiments of using technology effectively to increase teaching methods must be masters and implemented by all (p. 68). â€Å"Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the future that he believes are important to maximize the positive impact of block scheduling are: â€Å"1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to engage students directly in the learning process and should aim to master seven or eight. 3. Teachers should pace each lesson by changing grouping patterns, varying presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of three instructional strategies during any class period. . Teachers should incorporate alternative and authentic assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be creative and flexible in assigning activities and should incorporate outside assignments in to regular classroom activities. 7. Teachers should monitor individual student’s participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development personnel must provide initial and continuing staff development for all teachers throughou t the year on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and various instructional strategies effectively (Queen, 2000, p. 221). † In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North Reading High School converted to block scheduling.A study was conducted to determine if ach ievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high school. The years in which data were collected are as follows: 1998-1999 mathematics and language arts scores (one year prior to the conversion to block scheduling); 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investment of professional development for teachers prior to the instatement of block schedule may have contributed to the improvement of test scores.Implementation of the block scheduling system can be a costly change for any school, this school found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newman’s (2002) study was to determine the impact block schedules had on students’ grade point averages (GPA’s) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each school’s population varied in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be impacted or affected by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was fo und that the majority of schools’ scores increased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the request of a mid-western school board, an evaluation was conducted on the district’s high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the evaluation based on â€Å"hard data†, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and: * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test (OPT) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of 500 students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school f rom their freshman year through graduation. Data were collected from each student’s transcript for this study. Results of the study showed that there was a positive relationship between students’ grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be directly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores; however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or lack thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had â€Å"an influence† on students’ academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effec t on improving student achievement.Several schools reported that percentages of earned â€Å"A† grades increased tremendously after block implementation (p. 300). In 1994, a high school located in the Western portion of the United States, converted from a traditional 7-period/day schedule to a 4Ãâ€"4 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced atmosphere for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-effective for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling: collection of qualitative and quantitati ve data; collection of information on the perception of block scheduling by teachers and parents (in the form of surveys); and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling: * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement varied little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block scheduling, teachers are allotted a planning time which is almost double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administration could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002). Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certainly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed showed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying theme throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I concur with Wronkovich , â€Å"the decision whether or not to adopt block scheduling should be based on the examination of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. )†. â€Å"Block schedules can potentially ease the transition from the homelike atmosphere of the elementary school to the departmentalized environment of the high school by reducing the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganized students a fighting chance to keep abreast of assignments and projects (Mowen & Mowen, 2004, p. 50). † I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is de finitely needed. 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