Category: Performance

Research question

The author investigates the relationship between the learners vocabulary comprehension and students performance. The main research question that has been applied in this research is: What is the impact of applying mathematical vocabulary on students achievements? Other questions that have been provided in the study are: Is there any difference in the application of this vocabulary in the context of students using English as their second language? Is there a disparity between the scores observed in vocabulary examinations among the students who are taught mathematics vocabulary through direct teaching without keyword mnemonics and those taught through direct method involving keyword mnemonics? What is likely to occur to the learners of mathematical comprehension after they have been instructed about vocabulary? How will the learners questioning, homework performance and exam undertakings be transformed after receiving basic instructions on how to use the mathematical vocabulary? How will the diverse teaching methodologies challenge, support, transform, or enhance the students competencies and their performance in mathematics as a general subject?

Independent variable: Application of Mathematical Vocabulary: Direct teaching, keyword/mnemonics and other direct mnemonics vocabularies.

• Measurement scale: Nominal
• Dependent variable: Performance of students
• Measurement scale: Ratio
• Null hypothesis: There is no impact on the performance of students after applying mathematical vocabulary.
• Alternative hypothesis: There is an impact on the performance of students after applying mathematical vocabulary.

The analysis is conducted using ANOVA because the research question has three groups for the independent variables. The first group represents the application of mathematical vocabulary. This group is represented by direct teaching. On the other hand, the second group in the independent variable is the one representing keyword/mnemonics. Finally, the last group represents other direct mnemonics vocabularies. Therefore, it is possible to get the means of each group and develop statistical tests. There are three different groups of the independent variable that can be tested against the dependent variable.

Research design

The respondents will be sampled randomly to avoid biases. Statistical measures will be conducted to identify the relationship between the independent and dependent variables. The SPSS software will be used in determining the relationship between them. This will help to calculate the ANOVA between the three groups present in the independent variable. The differences in mean values among the direct teaching, keyword/mnemonics and other direct mnemonics vocabularies will be obtained to determine any relationship between the three groups. The researcher will apply true experiment in developing the design of the paper. Post-test control group design will only be used. Random assignment will be used when forming the two groups of the independent variable: the yes group and the no group. The direct teaching group will be an experimental group. The experimental group will be given the proper treatment (x) of the application of mathematical vocabulary. On the other hand, the keyword/mnemonics and other direct mnemonics vocabularies groups are used as the control group.

Simultaneous observations are done on the three groups including the direct teaching, keyword/mnemonics, and other direct mnemonics vocabularies. The direct teaching group will be used as the quasi control group, and it will be treated conventionally. The keyword/mnemonics and other direct mnemonics vocabularies groups will use the experimental treatment to examine the impact of applying mathematical vocabularies to the performance of students. A post-test will be conducted on the three groups at the end of the exercise. In addition, tests will be done when the students complete school at the end of the year.

Introduction

The life of military veterans following their combat is marked by a variety of particular features that impose difficulties in the smooth reintegration of this population into the civilian society. This group is continuously exposed to physical pain due to the injuries, often experiences post-traumatic stress disorders that are frequently observed upon service, and encounters other psychological, cultural, and social obstacles.

All these issues make the civic life of a person with military service experience complicated (Norman et al., 2015). Although veterans are exposed to these issues in various settings, the educational sphere is one of the most affected ones. Since many veteran students seek new careers and need to obtain a degree, they need to make more effort to succeed in managing the difficulties related to their experience and remain actively involved in the educational process (Semer & Harmening, 2015). Mere attendance of the classes and curricular activities is not sufficient to provide the necessary support for veteran students. Therefore, it is vital to initiate a well-structured system of extra-curricular activities aimed at helping these students engage in academic life and thus improve their academic performance.

The prevailing rate of academic challenges among veteran students imposes an urgent need to address this issue on both scholarly and policy-making levels. The current research aims at utilizing a qualitative study design to test if participation in extra-curricular activities within an educational facility has any positive effect on the academic performance of veteran students. The relevance of the study is conditioned by the growing concerns about the civilian life of veterans and the need for valid programs aimed at facilitating the integration of this population into society.

The research is constructed around the assumption that active inclusion in co-curricular practices would enhance the academic success of the students. It is believed that such activities as aerobics lessons, music groups, dancing classes, individual or team sports, and others, when attended regularly, might enrich students educational experience and encourage their better involvement.

Literature Review

The issue of veteran students educational experiences has occupied an important place within the realm of social work and policy-making. Much research has been conducted to validate the importance of extra-curricular activities as the crucial contributor to veterans socialization, professional development, academic performance, and psychological adjustment to civilian life. As Simmons, Creamer, and Yu (2017) identify, co-curricular, and extracurricular practices amplify the scope of students expertise in both professional and developmental spheres. By actively engaging in the activities outside classes, veterans obtain sufficient improvement in their psychological state, communicate with students and instructors, and gain new knowledge and skills.

Moreover, extensive practice in various types of extra-curricular performance proves to be beneficial for developing particular competencies and skills. According to Burt et al. (2011), the students who participate in co-curricular activities regularly demonstrate a higher level of leadership skills development.

They are capable of managing complex tasks, are more organized, and more efficient in their performance. Besides, the exposure to a more significant number of diverse people, including creative and talented individuals, with whom veteran students might interact during the extra-curricular practices, enhances their communicative and socialization abilities (Wong & Leung, 2018). Therefore, the encouragement of the students to join diverse interest groups and classes enhances their socialization and ultimately contributes to their integration into civilian society.

The psychological barriers and mental health issues constitute a substantial part of the problems that impede the quality of life of veterans. Overall, as Leung & Lee (2005) claim in their study, the interest and active engagement in leisure activities such as playing games, doing sports, reading, or playing music, contribute to the quality of life and the sense of personal significance, which are vitally important for veterans. Also, the sense of social support and recognition by others helps veterans to find their place in life, come to peace with the integration challenges, and pursue development within the professional and educational fields.

Wong and Leung (2018) state that extracurricular activities encourage active social inclusion, enhance self-representation in a group and provides a robust platform for building personal and professional connections with others. Since military veterans face challenges in finding their place in society, which functions without strict military standards, it is difficult for them to engage in productive relationships without outside support. Thus, such activities as, for example, team sport, enhances social inclusion and develop the skills necessary to integrate into the civilian world.

The inclusion of the students in the life outside curricular performance sets higher standards for other types of achievements. Adherence to the plan, responsibility before instructors and group-mates, as well as personal progress, motivate and encourage students to retain their results in other spheres of life. Consequently, the educational performance, involvement in the learning process, and the sense of responsibility are stronger in those individuals who attend co-curricular practices (Burt et al., 2011).

Additional activities outside the classroom prove to promote retention and continuous adherence of the veteran students to the curriculum (Tan & Pope, 2007). Ultimately, the student gains an opportunity to improve their abilities to build relationships, create social aptitudes, intellectual skills, creative decision-making, and goal-orientation (Wong & Leung, 2018). All these elements are crucial in academic performance and consequently affect the chances of this population to enter the labor market as competitive participants.

While it is broadly discussed that engagement in extracurricular practices enhances the overall academic achievements, there is a vice-versa effect. Indeed, as claimed by Burt et al. (2011), when attending co-curricular gatherings, students integrate their knowledge in the activities performed during those gatherings. In other words, students who were involved had enhanced opportunities to put into practice things they have learned in the classroom (Burt et al., 2011). Therefore, faculty members can integrate both curricular and extra-curricular activities to influence their students and enforce their ethical and personal development.

Conclusion

Despite such a broad discussion of the numerous benefits of extra-curricular practices in the educational and personal spheres of veterans life, there are significant barriers to the implementation of such interventions in many institutions. Importantly, there exists a nationwide challenge when it comes to veteran education. Semer and Harmening (2015) emphasize that the majority of higher education institutions in the USA are unprepared to meet the unique needs of veteran students seeking to gain a degree. Faculty members and administration need to implement specific measures to address the challenges relevant to the identified population group to facilitate their academic experience.

Therefore, it is necessary to initiate policy-making strategies capable of improving the level of educational facilities readiness to assist veterans in achieving their graduate goals. The current research is aimed at addressing the gap in the practical implementation of the initiatives aimed at meeting the needs of veteran students by investigating the most effective activities and their impact on academic performance.

References

Burt, B., Carpenter, D., Finelli, C., Harding, T., Sutkus, J., Holsapple, M.,& & Ra, E. (2011). Outcomes of engaging engineering undergraduates in co-curricular experiences. American Society for Engineering Education. Web.

Leung, L., & Lee, P. S. (2005). Multiple determinants of life quality: The roles of Internet activities, use of new media, social support, and leisure activities. Telematics and Informatics, 22(3), 161- 180.

Norman, S. B., Rosen, J., Himmerich, S., Myers, U. S., Davis, B., Browne, K. C., & Piland, N. (2015). Student veteran perceptions of facilitators and barriers to achieving academic goals. Journal of Rehabilitation Research and Development, 52(6), 701-712.

Semer, C., & Harmening, D. S. (2015). Exploring significant factors that impact the academic success of student veterans in higher education. Journal of Higher Education Theory and Practice, 15(7), 31-43.

Simmons, D. R., Creamer, E. G., & Yu, R. (2017). Involvement in out-of-class activities: A mixed research synthesis examining outcomes with a focus on engineering students. Journal of STEM Education: Innovations and Research, 18(2), 10-16.

Tan, D. L., & Pope, M. L. (2007). Participation in co-curricular activities: Nontraditional student perspectives. College and University, 83(1), 2-9.

Wong, H., & Leung, S. (2018). How do tertiary education students perceive co- curricular activities under the new education system? International Education Studies, 11(2), 83-96.

Introduction

Employers use different pay and reward schemes to attract, retain and motivate employees towards the attainment of organizational goals. All pay systems are intended to elicit the cooperation of employees and eliminate tensions in employment relations, but some pay systems have been found to actually contradict the basic goals of human resource management. For example, it is believed that the pay-for-performance scheme undermines the building of an employee complement strong on teamwork and cooperation. The reason is that when performance is made the basis of higher compensation or pay increase, this will cover only employees that perform well to the exclusion of non-performing employees or those that perform below par. By thus creating an elite group of employees, the performance-based pay scheme promotes individualism and disunity in the workplace, which organizations can ill afford. Nonetheless, organizations apparently derive more benefits from the pay-for-performance scheme than from the usual job-based pay such that the scheme has been the pay scheme of choice in private sector employment for the past 20 years (Bowman, 1998). This paper examines the performance-based pay scheme to determine if this system is applicable for teachers, which are among the lowest-paid professionals.

Pay System

There are three types of pay system  basic rate scheme, incentive scheme, and efficiency or productivity gains (Association of Consulting Actuaries, 2006). In the basic rate or job-based scheme, the pay is based on the job structure or classification developed through an evaluation process. Under this scheme, a grading structure is established that puts jobs in appropriate grades or bands. Tensions arise in basic rate pay when employees feel that the scheme does not offer enough incentives for their improved performance or quality. As for the incentive pay scheme, which is also known as pay for performance, it may be given to an individual or group on a short-term or long-term basis. When given to individuals, the incentive pay is rewarded through bonuses or commissions as a short-term incentive. If given to a group, the incentive pay is rewarded through such schemes as profit sharing and stock options, which take the form of long-term incentives. The idea behind the grant of bonuses and commissions is to motivate employees so they would deserve bigger bonuses in the future, while the rationale behind the grant of profit shares and stock options is to make selected employees identify more with their employers. Finally, there is the efficiency or productivity gains scheme, which is given to selected employees who were perceived to have increased their efficiency or productivity on the job (Association of Consulting Actuaries, 2006).

There is balance and mutual satisfaction in employment relations if employees perceive that the distribution of company resources is just and fair. According to the equity theory introduced by workplace psychologist John Stacey Adams in 1962, employees try to maintain equity between their inputs into a job and the outcomes they receive for them. These are then compared with the perceived inputs and outcomes of others in the organization. In employment relations, inputs consist of the employees time, expertise, qualification, experience, and other intangible qualities like drive and ambition or personal skills (Berman, et al., 2005). Outcomes, on the other hand, are the rewards accruing to employment such as monetary compensation, benefits, and perks as well as flexible working schedules and similar special work arrangements. Employees who feel that there is inequity in the pay system will try to reduce it by distorting the inputs or outcomes in their minds, which leads to altering these or leaving the organization.

The evaluation process for performance-based pay sometimes involves schemes that separate the good performers from the bad performers and those in-between. Big companies like Ford and Goodyear implemented such a system called forced ranking and distribution scheme by grouping workers into three categories. The employees ranked as good performers received bonuses and increases while the worst performers were deprived of a bonus for the first year. If the ranking is not improved in the succeeding years, the worst performers face possible dismissal. In both firms, the scheme provoked perceptions of stature and discrimination such that employees complained that it discriminated against certain types of employees (Gabris, 1986).

The paradox in organizations is that one part emphasizes individualism, equality, and participation but another part places a premium on conformity, uniformity, and submission to authority. In effect, the freedom that is valued by people is reduced in organizations. This gives rise to questions that organizational processes and procedures actually hinder instead of helping these paradoxes in the working life. In the universal desire to gain competitive advantage and snag the best talents, many organizations adopt a pay policy above the prevailing market rates, especially for certain skills groups. On one hand, this scheme gives firms an elite reputation since it can attract the most competent people who in turn will feel that they are fortunate to be working in this company. However, the presence of such elite employees is also likely to create tensions among workers in the same firm receiving lower pay. The distortions in pay rates thus breed a low-trust business environment and, as in the case of Ford and Goodyear, create disunity among employees.

In one case, the administrators of a non-government organization reformed the pay system after noting that the old pay scheme that rewarded staff on an individual basis was not working. Performance-based pay maybe a favored approach to employees compensation in Western countries but this is a new idea in Asia (Kellough & Lu, 1993). In Japan, for example, Fujitsu tried for eight years to make the pay-for-performance scheme work and failed. The scheme called for basing pay increases and promotions on how well employees meet self-established goals. For this reason, they set only easily achievable and less challenging goals that yield immediate returns. In effect, the employees failed to produce better products and neglected after-sale service since these are seldom factored into performance reviews. In time, Fujitsu realized that the performance-based pay is not for a Japanese firm since it is focused on personal goals rather than team goals, which has made many Japanese companies succeed. Kellough & Lu (1993) in fact observe that performance-based pay, which is also called merit pay, has failed precisely because it is based on individual performance. Supervisors often support the merit pay scheme less for the purpose of improving productivity than for maintaining their sense of control in the organization (Gabis, 1986). Although employees generally view merit pay as biased, unfair, and unrelated to individual productivity, managers and supervisors are willing to tolerate such problems in the pay evaluation process in their desire for power. Appraisal systems related to merit pay rarely work but managers dislike giving up a source of their power, thus exacerbating the discord between supervisors and subordinates.

In a study of pay systems in the pharmaceutical industry, Randle (1997) found no evidence that performance-related pay improves the performance of individuals or organizations. This belies the theory that employees who receive pay increases based on performance are highly motivated such that the pay scheme results in better performance. The study concluded that this payment system is not only unpopular but also has serious dysfunctional side effects in a research-and-development environment.

Teachers Pay

According to Bowman (1998), the paradoxes in compensation include the contrast between individual and group experience and the disparity in pay between one employee group and another. In a school setting, for example, it was noted that the pay scales for teachers have deteriorated compared to other employee groups in similar occupations or trades. A 1988 study by Hay Management Consultants cited by Bowman (1998) showed that university faculty career earnings were lower than those in the private or public sector holding the same jobs. While equivalent professionals in the private sector earned $2,273,424 yearly, teachers in the public sector earned only $1,904,128 and university professors had $1,673,600. Teachers in state-run elementary schools suffer the worst during regimes of fiscal restraint in their local governments because their earnings deteriorate. As a result, it is said that public school teachers earn only one-third of the career earnings of friends who had chosen to forego graduate school and entered the labor market after a BA degree. These teachers also contend with an extraordinarily long probationary period, during which they are considered alternates receiving commensurate pay.

The conflicts and tensions in the pay system are especially pronounced in the public sector because of the political nature of employment relations and human resource management in government (Berman, et al., 2005). Because of fiscal constraints, for example, pay rates are fixed based on two considerations: an employees needs or the type of his work. This means that employees with less need for money get less pay too if their work does not warrant higher pay. Another area of conflict and tension is the often rigid state control of pay levels, which goes against the universal urge of individuals for bigger incomes and bonuses. There is also the usual lack of inputs from employees in wage-setting done by the state (Kellough & Lu, 1993). According to Gabris (1986), the pay for performance is only an additive in the private sector, given on top of the job-based pay as a reward for established quotas, sales targets, and profits, which become the basis on which performance is measured. In the public sector, where most teachers work, the pay for performance is not an add-on but a replacement for the job-based pay and there are no standards by which performance can be measured.

Conclusion

The rationale behind pay for performance is to motivate employees so they would receive bigger bonuses and benefits in the future as well as to make better-performing employees identify more with their employer. This seems to be better than the job-based pay scheme, in which there is no motivation for employees to improve their work performance since they receive the same pay whatever the quality of their work. However, performance-based pay requires an evaluation process that often calls for separating the good from the bad performers. The resulting pay distortion is likely to create tensions and disunity in the workplace, with the employees categorized as non-performing complaining of discrimination and bias. In this study, it was shown that performance pay is essentially based on individual performance, such that it is not conducive to cooperation and team working that are important for the long-term success of organizations. In the case of teachers, there is also the difficulty of finding the performance standards on which the appropriate pay increases can be based. Also, the pay scale for teachers in the public sector is often based on the lump sum received by agencies. In sum, it may not be advisable for teachers pay to be given based on performance.

Bibliography

1. Association of Consulting Actuaries, 2006, Pay Schemes, Webpage design (online)
2. Berman, E.M., Bowman, S., West, J.P. & van Wart, M., 2005, Human Resource Management in Public Service: Paradoxes, Processes and Problems, Sage Publishing.
3. Bowman, W., 1998, FAQs  Understanding University Salary Structures, BUFA
4. Grievance Officer, webpage design (online) 2008.
5. Gabris, G., 1986, Can Merit Pay Systems Avoid Creating Discord between Supervisors and Subordinates? Another Uneasy Look at Performance Appraisal, Review of Public
6. Personnel Administration, Vol. 7, No. 1.
7. Kellough, J.E. & Lu, H., 1993, The Paradox of Merit Pay in the Public Sector: Persistence of a Problematic Procedure, Review of Public Personnel Administration 13 (2).

Introduction

In this memo, the main goal is to choose a non-profit program that can be applied to veteran student performance and propose a program evaluation regarding an appropriate program theory and a design that includes a theory of change diagram. The decision to choose the Armed Services Arts Partnership (ASAP) program is made because of two main reasons. First, this non-profit program engages veterans and military families in a variety of activities to promote their expressions, skills, social support, and communication.

Second, it includes several art forms such as stand-up comedy, improvement, creative writing, and storytelling, and veteran students are free to choose an option that meets their interests and abilities. The description of the ASAP program with its goals, target groups, clients, and mechanisms should not be ignored to clarify the peculiarities of the current evaluation.

The next part of this memo is the identification of program theory. A logic model will be used to investigate the relationship between the programs activities and its outcomes (Chen, 2015). The key features of this theory include the necessity to focus on inputs, activities, outputs, and outcomes. Beforehand, it is also important to integrate needs assessments and program objectives to make sure ASAP meets the requirements of the evaluation. In this section, it is expected to develop evaluation questions and set the project goals. The main question to be answered is as follows: Can such co-curricular activities as those promoted by the Armed Services Arts Partnership program improve the achievements of student veterans?.

Finally, the basic aspects of an evaluation design should be mentioned in this memo. A theory of change is the chosen tool with the help of which it is possible to describe the needs that should be addressed and the changes that must be made. It is usually represented in the form of a diagram and aims at considering the assumptions that may facilitate the work. In this case, the ASAP program can be improved in terms of its accessibility to the veterans around all the United States and the introduction of clear guides and assessments for veterans not to be lost or confused regarding the offered variety of options.

Program Choice and Description

The topic of helping veterans in their intentions to get better lives after military services is urgent in many countries. However, the United States seems to be the place where the role of veterans is never ignored, and the government does everything possible to support its people. Among the existing variety of programs and policies, it is hard to choose the best one. Every organization has its goals and mechanisms and deserves special attention.

In terms of this project, the Armed Services Arts Partnership is chosen for evaluation. ASAP aims at helping veterans and various service members in their intentions to reintegrate into society by means of arts (Armed Services Arts Partnership, n.d.). The peculiar feature of this program is its target group or audience. Veterans and their families are not the only clients who may be involved in it. The developers find it necessary to establish a partnership with colleges and other academic facilities where artistic growth can be promoted. In addition, this program focuses on the development of personal skills and attitudes to the world around.

The success of this program can be explained by its effectively chosen mechanisms and ideas. This program is a strong combination of co-curricular activities where veteran students can develop their skills and knowledge in several directions. On the one hand, its variety of values may impress a variety of potential stakeholders. Community respect, personal responsibilities, humor, trust, honesty, and long-life learning are the concepts that help to prepare people for new (or at least changed) life without challenging them with multiple obligations and expectations (Armed Services Arts Partnership, n.d.). On the other hand, there are four main classes where different co-curricular activities are introduced.

Comedy classes deprive veterans of shyness and uncertainty and encourage creative and fast thinking in different situations. Improv classes are characterized by a team-oriented and safe environment where people can develop their skills in special ways. Storytelling and writing are the activities for veterans to share their stories and learn how to formulate their thoughts. Students should not choose between the classes but participate in accordance with their demands and interests.

Many reasons can be given to prove why the ASAP program is chosen for the analysis in this evaluation project. Still, such factors as the existing humanistic goals and a variety of options should be mentioned at first. This program is a good chance for veterans to understand their skills and recognize their opportunities. Sometimes, a little help from professionals or volunteers can change a situation and improve the life of a veteran, including performance and attitudes to the country, its population, and the future.

The role of co-curricular activities in veteran students is impressive because they may be developed in a variety of ways, influencing their communication, social support, and cooperation. Although it is hard to predict all the achievements veterans can demonstrate within the chosen program, it is possible to understand that positive changes and outcomes may be observed with time. Regarding the current situation and the available description of the program, a thorough evaluation should be necessary to identify the required improvements.

Program Theory

The choice of a program for evaluation is not the only task one should be ready to complete. An understanding of program theory is an important step that can be used as a guide for a researcher. Any program evaluation is a possibility to apply various empirical social science research methods to a particular program or policy (Langbein, 2012). The choice of a logic model as the main program theory is explained by its popularity and easiness in usage. Its key aspect is the recognition of program components, goals, and effects (Chen, 2015). Langbein (2012) states that any evaluation should be empirical, meaning that it is based not on intuition or personal judgments but on observations and what can be defended observationally. To stay appropriate for evaluation, a logic model should include the following components:

• A statement of a problem or needs assessment (in this case, it is the programs need to deal with the lack of opportunities for student veterans for developing their skills and knowledge);
• Program objectives (in this case, the program developers aim to support veterans, find out the methods to improve their personal and professional lives, and promote veterans reintegration into society);
• Inputs or resources (in this case, the program exists because of volunteers and their time and donations from different foundations and supporters);
• Activities (in this case, the programs is led by the people who educate veterans, create supportive environments for veterans in need, and concentrate on the development of writing, speaking, and thinking abilities);
• Outputs (in this case, the program consists of four different classes with unique goals and directions; these are seven/eight-week courses where veteran students learn the theoretical basics and participate in public performances regularly);
• Outcomes (in this case, it is expected that veterans gain new knowledge, increase their skills in different fields, change their attitudes, and start cooperating within communities).

Regarding the above-mentioned components and expectations, the chosen program has clear goals and the description of activities and outputs. These factors are observable and may affect both, treatment and outcomes. However, there are also several components like inputs and outcomes remain unobservable, meaning that it is difficult to understand the way of how the resources are chosen and used, as well as to compare the results before and after the intervention (courses taken).

Evaluation Design, Questions, and Diagram

A number of various questions can become a significant part of program evaluation, regarding such factors as the existence of a program, the number of participants, and, what is more important, the intentions of those who ask questions. This evaluation has a design that is developed to evaluate the effectiveness of the program. An outcome evaluation design promotes the creation of the following research questions:

1. What are the changes in veterans attitudes towards life after service?
2. Is it possible to improve veterans academic performance by means of non-profit programs with co-curricular activities?
3. How does the environment change in terms of formal and informal regulations for veterans?
4. Are student veterans satisfied with the options offered to them at the chosen classes?
5. Do the outcomes justify the incomes in this program?

To achieve some improvements during evaluation, researchers should be ready for change being made within the program. The theory of change that usually takes the form of a diagram can be used to depict the relationships between the components of the program and the processes that cannot be neglected (Chen, 2015). In fact, the diagram is a kind of analog to the already developed logic model where the balance between the need and decision-making should be considered.

Program theory helps to explain how the identified outputs may lead to the defined outcomes and even exceed the expectations. At the same, this diagram is a chance to get a vivid example of the main characteristics of the program and realize if additional improvements and change can be offered to its developers under the current conditions.

Concluding Remarks

In general, evaluation of the ASAP program is a good opportunity to clarify what the American government thinks about its veterans and what options can be offered to people after military services. The ASAP has its strong and weak aspects, and the goal of this evaluation is to identify needs, goals, and inputs and make sure that the required outputs and outcomes are achieved. The impact of education that can be offered to student veterans is incredible. The benefits obtained from a properly chosen evaluation design and the theory of change diagram contribute to a better understanding of veterans skills, knowledge, attitudes, and prospects.

References

Armed Services Arts Partnership. (n.d.). About ASAP. Web.

Chen, H. T. (2015). Practical program evaluation (2nd ed.). Thousand Oaks, CA: SAGE.

Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe.

How to Stay Friends with Your Roommate

Nothing makes a living arrangement more unbearable than animosity between roommates. Though common, roommate wars are easily avoided when both of you agree to follow a few simple rules. The following ideas will help you and your roommate stay friends and maintain a comfortable and pleasant home.

One of the most universal areas of friction between roommates occurs in the domain of cleaning. Cleaning is a necessary part of maintaining a household, yet some chores can be tiresome and unappealing, such as cleaning the kitchen or the bathroom. You can stay friends with your roommate when both of you draw up a list of weekly cleaning chores and follow it faithfully. Make sure that both of you rotate the chores on a weekly basis, so that the same person doesnt always get stuck swabbing out the toilet.

If neither of you can agree on chores, or if you find that the chores simply arent getting done, another option is to pool your money and hire a cleaning person to come in once a week and take care of the chores for you. Many individuals advertise cleaning services online on venues such as Craigslist, and these services tend to be very inexpensive. A small outlay of money every week can save enormous headache and encourage harmony between you and your roommate.

Another thing that often creates problems between roommates is food. Sometimes if you havent had time to buy groceries and your roommate has food in the fridge, you will be tempted to eat his or hers. If you do, make sure that you replace it promptly  as in the next day  and make sure that if you cant find the same brand, the replacement food that you buy possesses the equivalent monetary value. For example, if you eat your roommates nine dollar piece of salmon, do not replace it with a two dollar can.

Certain household items that you both use regularly need to be kept well stocked. These include toilet paper, dish soap, laundry soap and cleaning products. The best way to make sure that you share these expenses equally between the two of you is to draw up a roster and check off the items from week to week. This will allow you to alternate purchasing these products and thus share the cost fairly.

One of the most common areas of dispute between roommates remains finding adequate alone time. Communication is essential to avoid wars in this area. Sit down and talk about the times when both of you want the apartment to yourselves. For example, if you would like some alone time with your boyfriend or girlfriend, if you would like to have some family members or friends as house guests, if you want to have a party or if you want quiet time to study, these all need to be discussed and planned out together. Avoid surprising your roommate with house guests; give him or her at least 24 hours notice if you have someone coming over.

Another way that you can stay friends with your roommate and avoid hostility is to keep track of the shared utility bills. One of you may volunteer to collect money for the utilities, either in check or cash form, or you may each decide to pay your half of the utility bills using pre-authorized withdrawals via your online banking account. As far as long distance phone bills are concerned, one way to avoid wars is to use a calling card or Skype for your long distance and avoid a shared land line altogether. Money can lead to acrimony quickly and easily, so wherever and whenever possible, keep the money that you each owe as organized and transparent as you can.

Noise is another area that can become thorny between roommates. Make sure your alarm clock is not too loud, and keep it on the opposite side of your bed if the walls of your rooms are adjacent. Also, use some basic consideration where noise is concerned. If you know your roommate works at 7am, do not come in to the apartment at 4am with an army of house guests and blare the music. If it is late at night and you are on the phone, consider going out on the balcony to talk to avoid disturbing your roommate. Better yet, late night conversations are best kept to whatever online chat forum you prefer.

Communication and consideration are the most effective tools at your disposal when you are managing your relationship with your roommate. A shared space can be hell on earth, or it can be a nurturing and warm environment. When both of you agree to treat each other how you would like to be treated, your home becomes a haven.

Boost Your Academic Performance with These Research Tips

Academic work can be challenging, especially from a research standpoint. Not only does a vast amount of research typically exist for any given academic topic, but research itself changes almost annually  what has been proved this year may be disproved next year, and vice versa. The following useful research tips can help you boost your academic performance, save time, work efficiently and stay focused on the goal of achieving the highest possible marks.

Once you have chosen the topic for research, the first tip that will help you boost your academic performance is to focus exclusively on that topic and your interpretation of it, to the exclusion of all others. Though this may seem obvious, sometimes focus becomes the hardest aspect of research. Focus on the topic and narrow your research to always relate directly to that topic. One of the easiest ways to do this is to use key words and key phrases.

Sit down with your topic and list five or six key words or key phrases that relate directly to it. For example, if your topic is 19^th Century Labor in Britain, some appropriate key words and key phrases to utilize in your research might be Chartists, Industrial Revolution, British working-class, Factory Act, Cooperative Movement, Trade Union and the London Trades Council. Your key words and key phrases are valuable tools that can help you hold the focus on your topic and save you hours of time researching tangentially and unnecessarily.

A second useful research tip that can really save you time is to carefully evaluate the bibliographic citations you come across in your research. When you use your key words and key phrases to look for books, journals and magazines that relate to your topic in the catalogue of your school library, or online in such databases as Academic Research Premier, Proquest and EbscoHost, the entries you receive will come with the bibliographic citation entry.

The entry includes a brief overview of the text, information about the author or authors, the name of the publisher and the date of publication. Apply your key words and key phrases to the bibliographic citation before you download the source or take the time to find the book; your key words and key phrases will allow you to evaluate the worthiness of any given source on the spot. Things to take into account include the credentials of the author, the title of the source, how many of your key words and key phrases match the overview, where the source was published and how recently the source was published.

The third research tip that can help improve your academic performance is to not reinvent the wheel. Resist the impulse to research everything from the beginning of time until now. Familiarize yourself with the major works associated with your topic over the last five years. Use your key words and key phrases to conduct a preliminary Internet search and keep it timely. This tip saves endless hours and ensures that you do not accidently plagiarize anyone elses interpretation of your topic.

The fourth research tip designed to boost academic performance is keep your eye on your result  prove what you want to prove, not what has already been proven and not what you think other people want you to prove, but what you believe needs to be proved. Prove the element that drew you to the topic initially. This tip ensures that you maintain your interest in the topic and that the research you choose pertains directly to your thesis and supports your interpretation.

The fifth research tip which can help improve academic performance is to keep an idea file handy at all times. An idea file can be an electronic file that you keep on your computer or mobile device, a notepad or a combination of all three. The purpose of the idea file is to make sure you are always prepared to make use of your research; once you have synthesized your research, ideas will often begin to occur to you, and sometimes they occur outside of the normal parameters of school work, such as first thing in the morning, in the middle of the night, or while you are out with friends. Always have your idea file on hand so you can jot down thoughts and ideas as they occur to you, fresh and in the moment.

The ultimate goal of any academic work is to offer a meaningful contribution to the existing body of knowledge surrounding a given topic. To that end, the final research tip is to avoid the seductive pull of complex language and jargon when you are searching for the sources that will eventually support your paper. In the vast majority of cases, the best ideas are those that are stated simply and plainly. Choose the research that best serves your vision and your voice.

Best Free Online Library Resources

The Internet remains a treasure trove of free information, and students can usually find exactly what they are looking for without the need to dig out their credit cards. Whether you need to find a specific book, course or video, the Internet offers a wide range of valuable sites that you can access absolutely free.

One of the best free online library resources for students studying literature is The Literature Network. This site offers over 3000 full e-books and 4000 short stories; it also posts classical plays, as well as poetry from more than 250 authors. The Literature Network has many classical full texts such as Pride and Prejudice, Jane Eyre, The Cherry Orchard and The Hunchback of Notre Dame, as well as full classical plays and philosophical e-texts from the likes of Plato, Aesop, Sophocles, Homer, Aristotle and Aristophanes.

The Literature Network also hosts full texts of many of Shakespeares classics such as Othello, Julius Caeser, Romeo and Juliet, Macbeth and many of the famous authors sonnets as well. Full texts of more modern authors such as Franz Kafka, George Orwell, James Joyce, Willa Cather and Aldous Huxley can also be accessed for free online at The Literature Network.

The University of Pennsylvania offers a valuable free online library resource that hosts a large number of non-fiction texts including text books, biographies, histories, translations, business books and political science commentaries. The site is called The Online Books Page and it lists more than a million free books, and includes new books regularly. The Online Books Page also hosts an interesting section entitled Banned Books Online, which is a special virtual display of books that have been censored or banned.

The Hathi Trust Digital Library is a free online library resource comprised of the combined collections of its partner research institutions. Member libraries of the Hathi Trust Digital Library include such institutions as the University of California, the University of Virginia, Arizona State University, Duke University, MIT and the Harvard University Library. The Hathi Trust Digital Library hosts an incredibly diverse assortment of online books and texts in a multitude of subjects such as folklore, history, politics, military history, agriculture, film, math, economics, gardening, culture, science and health.

The Free Library was established in 2003 and since then has grown to host an enormous collection of free books. More recently the site began to make millions of periodicals available for free to the public from a wide variety of sources including trade publications, magazines, general interest journals and academic journals. The Free Librarys collection of periodicals cover a broad spectrum of subject matter including business, arts and entertainment, health, humanities, law, science, fitness and recreation and finance and investment.

The Massachusetts Institute of Technology offers OSW Scholar, a free online resource center that offers open courses to students, independent learners and the public free of charge. Some examples of the types of subjects covered include Classical Mechanics, Electricity and Magnetism, Solid State Chemistry, Calculus, Aeronautics and Astronautics, Health Sciences and Technology, Biology and Physics. MITs OSW Scholar also offers courses in the humanities such as Linguistics and Philosophy, Foreign Languages and Literatures, Comparative Media Studies and Anthropology. The OSW Scholar courses include learning objectives, course notes, lecture videos, class slides and problem solving help videos. OSW Scholar is an excellent resource for students and independent learners alike.

Digital Dialects is a free online library of language learning games. This site offers language students free interactive games to help them learn new languages. Digital Dialects offers a vast selection of languages including Cantonese, Arabic, Hindi, M
ori, Somali, Thai, Greek and Mongolian. The language games themselves employ Flash to help students learn new words, master verb conjugation, understand alphabets, discover new phrases, learn numbers and become familiar with spelling.

Another interesting free online resource is TED, an online library of talks and lectures from academics, philosophers, scientists, artists, policy makers, cultural critics, designers and engineers from all over the world. TED stands for Technology Entertainment Design and began as a conference in 1984. Since then TED has grown to make full use of the virtual community and now regularly posts riveting talks and lectures from some of the smartest and most original thinkers on the planet.

Some examples of TED lectures available for free include a discussion on anatomy from Alice Dreger, professor of clinical medical humanities and bioethics at Chicagos Northwestern University; her work centers around conjoined twins and people born with the anatomy of both genders. Another interesting talk you can access for free on TED is a lecture by Dennis Hong, a robotics engineer whose company RoMeLa is building a car that can be driven by people who are blind.

As these sites demonstrate, the Internet is an ever expanding resource full of fascinating information. Students and independent learners can typically find almost anything online and the vast majority of this information can be accessed absolutely free.

Introduction

Under the fee-for-service (FFS) payment model, medical professionals receive compensation for the care they provide to their patients based on their time and effort. Since payment focus on the number of services rather than the quality of those services, this creates an incentive for more substandard treatments to be rendered, decreasing overall treatment quality. Due to this, the payment model results in unnecessary over-provisioning, inefficiency, and unregulated increases in medical costs. Consequently, there has been an increasing demand for a transition towards the pay-for-performance payment model, which places a greater emphasis not on the quantity of treatment provided but on the quality of the services provided to the patient. This article summarizes the factors identified by Ogundeji and colleagues (2021) as influencing specialist physician preferences for fee-for-service and salary-based payment models.

Discussion

Every companys primary objective should be maximizing its profits while simultaneously reducing operating expenses. Therefore, the desires of physicians for autonomy and independence, in addition to their professional interests, are factors that play a role in determining their preferred payment models (Ogundeji et al., 2021). Since they ensure that doctors are paid consistently, fee-for-service payment models are an absolute requirement whenever there is a pressing need for additional funding. According to Ogundeji et al. (2021), physicians who favor a pay-for-performance model are more concerned about giving their patients high-quality care that improves the outcomes of their conditions. It is due to this reason that more focus should be on this model since it ensures better services are advanced to patients.

Those involved in delivering healthcare services have the same incentive as other business owners to maximize profits as they seek to reduce expenses wherever possible. Ogundeji and colleagues (2021) further reveal that being an FFS physician means that the physician has special interests in the health facilities and is more likely to be the practice owner, which necessitates having control and autonomy over the practice. According to Ogundeji et al, (2021) findings, this was the primary reason why physicians favored the FFS payment model in the first place. This autonomy includes the freedom and decision-making authority to make staffing and other business-related decisions. Their research on factors that influence specialist physician preferences for fee-for-service and salary-based payment models shows that the perspectives of male and female medical professionals are distinct. Compared to their concerns regarding other aspects of their lives, male FFS physicians with advanced careers were most concerned about protecting their autonomy.

If a payment model is to be successful, it should be flexible enough to accommodate changing circumstances and provide doctors with a reasonable work-life balance. According to research by Ogundi et al. (2021), female doctors in their early to mid-career years are interested in compensation plans that give them the freedom to strike a good work-life balance. The doctors indicated that the freedom to determine their work schedules (in the case of FFS doctors) or their salaries (in the case of salaried doctors) was the deciding factor in selecting their preferred payment method. Many respondents valued time with their families, especially their young children, and appreciated compensation plans that allowed them to do so. These physicians felt they could be more involved in their kids lives because of the money they were making and the flexibility they enjoyed while practicing their profession.

Alternative payment models are gaining popularity among medical personnel who are just beginning their careers in the medical field due to the numerous benefits that these models offer. The findings on the factors influencing specialist physician preferences for fee-for-service and salary-based payment models suggest that most specialists, particularly younger physicians, would rather accept alternative payment methods. The study found that specialist doctors interested in furthering their education and conducting research studies preferred the salary-based model over FSS. It was something that came as a surprise to the researchers. Some specialists liked the salary-based model better because it allowed them to spend more time with patients and on research while allowing them to keep the same amount of money coming in each month. The fact that salary-based practices offer more opportunities for professional development and exploration is one of the primary reasons why specialists and doctors interested in academia tend to favor those practices. Based on these findings, alternative payment models can gain widespread adoption provided that they are adapted to the needs of specialized researchers and clinicians and provide appropriate incentives for them, all the while taking into account the interests of individuals who are just entering the field.

Conclusion

In conclusion, physicians advocating for a system of compensation based on patient outcomes place a premium on providing that care to guarantee better patient care. The payment models focus should be shifting away from the FFS payment model. Autonomy was the most pressing issue for male FFS physicians with advanced training. As part of this independent, payment will have the leeway and authority to make choices about the organizations personnel and other operational aspects. This model warrants additional attention because it guarantees improved patient care. The findings on factors influencing specialist physician preferences for fee-for-service and salary-based payment models suggest that most specialists are open to alternative payment models in place of traditional salary arrangements.

Reference

Ogundeji, Y. K., Quinn, A., Lunney, M., Chong, C., Chew, D., Danso, G., Duggan, S., Edwards, A., Hopkin, G., Senior, P., Sumner, G., Williams, J., & Manns, B. (2021). Factors that influence specialist physician preferences for fee-for-service and salary-based payment models: A qualitative study. Health Policy, 125(4), 442-449.

The US Bureau of Economic Analysis (BEA), a division of the US Department of Commerce, is in charge of generating economic statistics, such as data on the GDP, personal income, and global trade. By disseminating timely, pertinent, and reliable economic statistics, the BEA aims to advance understanding of the US economy. The GDP data provided by the BEA is regarded as some of the most precise and complete in the world (BEA, 2023). Economists and decision-makers use it to monitor economic growth and make predictions about the direction of the economy. This work was written with the aim of analyzing the financial performance of the United States and the state of Georgia in 2008-2009.

Gross domestic product (GDP) is a metric used to determine the total worth of goods and services generated in a nation over a specific period, usually a year. It is employed to evaluate a nations overall economic performance and to contrast the economic achievements of various countries (Mankiw, 2020). When comparing the standard of life of nations, GDP per capita, which is calculated by dividing GDP by the population, is frequently utilized.

Due to the global financial crisis, which resulted in a recession in several nations, GDP fell in 2008. A number of reasons, including the collapse of the property market, a high level of debt, and hazardous lending practices, contributed to the crisis. The US GDP shrank by 0.3% in 2008, foreshadowing a downturn until June 2009 (BEA, 2023). Real GDP is GDP that has been inflated; it is a measurement of the worth of the products that a nation produces, adjusted for the impacts of inflation (Mankiw, 2020). Real GDP stood at $14.4 trillion in 2008 and will reach $20.5 trillion in 2020 (BEA, 2023). As a result, relying solely on GDP can overestimate economic growth because it does not account for changes in the cost of living.

The 2008 global financial crisis had a significant effect on the economy both domestically and internationally. A collapse in the property market that resulted in a wave of foreclosures and a dramatic drop in housing prices set off the crisis. This, in turn, caused consumer spending to decline and banking system confidence to decline. Due to the failure of numerous banks and other financial institutions, governments all over the world were forced to intervene by providing bailouts and other financial system-stabilizing measures.

Another indicator of economic activity is national income (NI), which accounts for all payments made by citizens of a nation, whether they dwell there or elsewhere. Subsidies and indirect taxes are subtracted before increasing wages, rent, interest, and profits (Mankiw, 2020). A nations overall economic health can be gauged using its national income, which provides information about the total revenue earned by its citizens. The US had a National Income (NI) of over $14 trillion in 2008 (BEA, 2023). Without additional context, it is impossible to provide a more precise number. GDP measures the value of all goods and services produced inside a nations borders, in contrast to NI, which measures national income. NI also takes into account all earnings made by citizens of a country, whether they are based there or elsewhere. NI is viewed as a measure of the economys income, while GDP is thought to be a gauge of the economys output.

Population growth, increased productivity, and general economic expansion is some of the factors that have contributed to the increase in National Income since 2008. The US National Income has dramatically increased since 2008; National Income was over $19.5 trillion in 2020 (BEA, 2023). The economic fallout from the 2008 global financial crisis, which resulted in a recession and a decrease in GDP, was severe. GDP and National Income have since increased as a result of the US economys recovery. The recovery has been aided by the monetary policies of the Federal Reserve, government stimulus programs, steadily rising productivity, and population growth.

The amount of money that households have available for spending and saving once income taxes are taken into account is known as disposable income (DI). In addition to transfer payments like Social Security and unemployment benefits, it comprises revenue from wages, salaries, and self-employment (Mankiw, 2020). It is a crucial indicator of a households financial health and can be used to examine consumer spending trends and the state of the economy as a whole. Personal income increased by $167.1 billion, or 1.4 percent, while disposable income (DI) increased by $178.1 billion, or 1.6 percent, in May, according to the Bureau of Economic Analysis (BEA, 2009). Due to job losses and lower earning potential, disposable income fell during the 20082009 recession, which in turn caused consumer spending to fall and savings to rise.

Disposable income was significantly impacted by the 2008 global financial crisis. Numerous households suffered from job losses and lost purchasing power, which resulted in lower consumer expenditure and higher savings. Furthermore, government unemployment insurance and stimulus programs lessened the impact of the recession on discretionary income. GDP is a commonly used measure of economic activity and of the strength of a nations finances (Mankiw, 2020). However, critical aspects like income inequality, environmental deterioration, or the distribution of economic advantages are not taken into account by GDP. To overcome these constraints, substitute metrics like the Genuine Progress Indicator (GPI) and Human Development Index (HDI) have been developed.

The economy of Georgia State is broad and includes significant industries, including tourism, logistics, and agriculture. However, the GDP of Georgia was $368.7 billion in 2008; The state had a lower GDP per capita than the national average, at $33,848 (BEA, 2023). In 2008, the states GDP expanded by 2.2 percent, which was somewhat less than the national average (BEA, 2023). Georgias economic performance is typically seen as average when compared to other states. Although it has a smaller GDP per capita than some states, it also has cheaper living expenses and taxes, which may be more appealing to both businesses and people. The states economy has also been expanding gradually, with a low unemployment rate, both of which indicate that the states economy is generally in good shape.

In conclusion, the global financial crisis impacted the US economy in 2008, which resulted in a slowdown in GDP growth and a recession that lasted until 2009. A collapse in the property market that culminated in a wave of foreclosures and a dramatic drop in housing prices set off the crisis. This, in turn, caused consumer spending to decline and banking system confidence to decline. Due to the failure of numerous banks and other financial institutions, governments all over the world were forced to intervene by providing bailouts and other financial system-stabilizing measures. Due to the loss of jobs and diminished purchasing power brought on by the economic slump, consumer expenditure fell, and savings increased. Additionally, discretionary income dropped, which substantially negatively impacted societys general well-being. The recessions effects were lessened by the Federal Reserves monetary policies and government stimulus programs, but it took many years for the economy to recover fully.

References

BEA. (2023). US bureau of economic analysis. US Bureau of Economic Analysis. Web.

BEA. (2009). Personal income and outlays, May 2009. US Bureau of Economic Analysis. Web.

Mankiw, N. G. (2020). Principles of Economics (9th ed.). Cengage Learning.

Background

Reaching academic excellence is, perhaps, one of the goals that a lot of students dismiss since they misunderstand it. By interpreting it as being perfect in every way, learners often underrate their abilities and resort to a more relaxed and less challenging mode of learning. To create the foundation for a student to reach academic excellence, one should consider the impact of factors such as the personality of a teacher, how a student communicates with peers, the degree to which a student feels stressed, and the extent to which a students family provides emotional and psychological support.

Becoming an Excellent Student: Causes and Factors

Teachers and Their Impact on Students Academic Success

A teacher plays the role of both an educator and a role model for learners. Therefore, it is crucial to ensure that learners receive enough support from their instructors. The identified factor is arguably difficult to alter, yet

Environment and Its Effect on Students Performance

The setting in which students learn also has a direct impact on their performance. For instance, the setting that can be described as crowded, noisy, lacking proper lighting, or having any other elements that distract students from learning or cause discomfort must be redesigned to meet the needs of students more efficiently. In addition, the overall atmosphere needs to be friendly. Therefore, a student must be provided with an environment that does not imply a vast amount of pressure, yet challenges a learner to think creatively.

Social Interactions and Their Effect on Learning

Although the importance of building a rapport with fellow learners may be overlooked by most researchers, it remains an important aspect of academic success (Rumsfeld et al. 782). Studies show that the students that engage in social interactions easily also have fewer problems reaching academic excellence (Gaaevi et al. 73). Therefore, fostering the qualities that allow learners to communicate easily will help them attain success in their studies as well.

Levels of Stress and How They Affect Students Performance

There is no secret that the modern educational setting implies significant challenges for students in terms of the amount of information to embrace. Thus, while it is important to ensure that students do not overburden themselves with tasks and responsibilities to the point where they are entirely exhausted, it is also necessary to encourage them to discover and fulfill their potential.

Family Support and Why It Is Crucial for Students

Finally, the importance of family members approval must be listed among the key factors contributing to successful learning. Family support provides students with psychological comfort and empowers them to perform better (Rimfeld et al. 788). For this reason, parents must be actively invested in their childrens academic life and provide them with consistent support in every endeavor. As a result, opportunities for steep academic growth will emerge.

Conclusion

Although the academic achievements of a student hinge on a wide range of factors, five key causes, such as the teachers and their choice of strategies, the setting in which learning occurs, communication with peers, levels of stress, and family support, are typically listed among essential contributors to a students success. By creating the setting in which the specified factors encourage a students academic growth, one will be able to assist a learner in acquiring crucial skills and building a system of knowledge. Thus, a student will be motivated to maintain proper performance levels.

Works Cited

Gaaevi, Dragan, et al. Learning Analytics Should Not Promote One Size Fits All: The Effects of Instructional Conditions in Predicting Academic Success. The Internet and Higher Education, vol. 28, 2016, pp. 68-84. Web.

Rimfeld, Kaili, et al. True Grit and Genetics: Predicting Academic Achievement from Personality. Journal of Personality and Social Psychology, vol. 111, no. 5, 2016, pp. 780-789. Web.

Tracking down the progress of an organization is an essential part of the analysis that helps locate the problems and obstacles that a firm may face (Majumdar, Das, & Alagirusamy, 2012). Therefore, the application of control charts as one of the most efficient tools for the analysis of the companys performance is crucial for the environment of the global economy.

By designing a chart that displays the number of defected items produced by an organization one is likely to identify the problems in the production process and, therefore, improve the firms performance impressively.

A control chart is typically defined as a tool for studying variation in data, distinguishing between common cause and special cause variation (Salvendy, 2007, p. 1821). In other words, the chart in question helps locate the variation in specific data. For instance, the given tool can be used for locating the quality issues in the companys operations. For instance, the tool under analysis can be used for displaying the correlation between the number of items that follow the current quality requirements and the faulty ones can be displayed.

More importantly, the ratio of the two factors mentioned above can be traced on specific time slots with the help of a control chart. In the example below, the correlation between the items that comply with the existing quality standards and the faulty ones is displayed; as the chart shows in a very graphic manner, the company has been facing a rapid and a rather sharp decline in quality of its production since 2013. Therefore, the chart allows identifying a significant change occurring to the firm in 2013, leading to the assumption that the specified change has caused a drop in the quality of the production.

After the location of the point, at which the quality of the production dropped, one may figure out what external and internal factors have caused the specified change. Particularly, the example provided above allows suggesting that the crisis of 2008 was the key external cause of the product quality decline. As far as the internal issues are concerned, the firm may have started developing increasingly big problems with the choice of a financial strategy and the risk management approach. Indeed, the financial crisis that occurred at the time did not allow for a cohesive and reliable financial strategy, nor did it predispose the environment, in which risks could be controlled.

A control chart as a tool, thus, can be considered a very useful means of controlling the companys performance as well as identifying the low points of its development. Moreover, a control chart displays the pattern of entrepreneurships evolution. Consequently, by taking a closer look at a control chart, one may predict the next drop in the firms performance and, therefore, prevent it. Although the chart cannot be viewed as the ultimate tool for predicting the companys further performance, it still helps identify the points at which the firm may have to fight major obstacles.

Although providing rather basic numerical information concerning the rates of defected items produced by the organization, control charts create premises for carrying out a detailed analysis and locating the problems that entrepreneurship may be facing. As a result, a major crisis and a drop in customer loyalty rates can be prevented with the help of control charts. Once introduced into the organizations production design, they will provide a solid foundation for both detailed statistical reports and economic forecasts.

Reference List

Majumdar, A., Das, A., & Alagirusamy, R. (2012). Process control in textile manufacturing. Amsterdam: Elsevier.

Salvendy, G. (2007). Handbook of industrial engineering: Technology and operations management. New York City, New York: John Wiley & Sons.

Introduction

Performance in sports is determined by several factors, and nutrition is among the most important ones. The food that athletes consume determines their level of performance, and it has a direct influence on their strength, recovery, and training. The dietary requirements of a sportsperson depend on several factors, including intensity of training, individual goals, the type of sport, and the environment in which they train. Therefore, proper nutrition precedes the attainment of success in sports. Research has shown that there is a direct correlation between nutrition and the level of performance among athletes. Researchers have studied different aspects of this issue, including the effect of low and high carbohydrate diets, the relationship between dietary intake and recovery periods, the effect of low and high protein diets on athletes, and the influence of supplementation on performance. Elite performers use various dietary strategies to meet their energy requirements based on factors like age, sex, and the intensity of the sport. The majority focus on the maximization of glycogen stores during training and competition. Athletes should ensure that their dietary intakes are controlled and well-researched because poor nutrition is associated with low energy levels, longer recovery periods, and increased incidences of injury, thus causing poor sports performance.

Low Energy Levels

Proper nutrition is one of the most important aspects of optimal performance in sports. Recent studies have found out that the type of dietary strategy chosen by an athlete determines their energy levels and achievement during sporting activities. For example, a scientific nutritional strategy comprising of fluids, caffeine, sodium, and carbohydrates supplies more energy when compared to a self-created strategy. Carbohydrates consumed before exercise increases performance and raises muscle glycogen stores (Bytomski, 2018). Planned and properly monitored training has been cited as an effective strategy that athletes use to improve their capabilities. However, the consumption of a carbohydrate-electrolyte drink before an event boosts performance significantly due to increased energy (Logue 2020). Scientists recommend several approaches for the enhancement of performance: adequate fluid intake, dietary supplements, and the optimization of micronutrients and macronutrients intake (Durkalec-Michalski et al., 2022). Large energy reserves are needed for optimal performance during training and competition. These can only be obtained through the consumption of proteins, carbohydrates, and fats in the right proportions. Poor nutrition deprives athletes of the essential energy required to optimize metabolism and performance (Bytomski, 2018). Moreover, a lack of the necessary minerals and vitamins affects the bodys potential to perform optimally. A diet deficient in iron and B vitamins affects the muscles strength and endurance, and leads to poor outcomes (Logue 2020). Poor diets that contain foods such as soda and sweets result in poor performance because athletes experience low energy levels as a result of blood sugar fluctuations.

Longer Recovery Periods

Recovery is one of the most important aspects of an athletes training regimen, and their consequent performance during competitions. In that regard, researchers have cited muscle glycogen synthesis as an important factor to consider when formulating a dietary strategy for maximum performance (Logue 2020). Traditionally, athletes focused mainly on recovery between training sessions so that they could engage in intensive training on a consistent basis. Asa result, their diets comprised of high amounts of carbohydrates and fluids. However, modern science is focused majorly on using nutrition to improve tissue adaptation as a result of the wear and tear experienced during training (Bytomski, 2018). Energy is very important for athletes to perform optimally. However, players in the sports field are gravitating towards finding ways of using nutrition to address training-induced muscle complications. Muscle building, repair, and recovery are important components of high performance (Durkalec-Michalski et al., 2022). The adaptation of muscles to physical stress is dependent on the type of stimulus applied. For example, endurance and strength training require varied dietary approaches. Muscular response to strenuous activities is determined by several factors, including the frequency, intensity, and duration of training. The rates of synthesis of certain proteins determine how muscles respond to training, and their readiness for competition (Logue 2020). Muscular function can be optimized and modulated by consuming foods before, during, and after a performance. Proper recovery after a competition is sped up by a diet that is rich in protein. However, the timing of food intake as well as the amounts consumed are critical. Complete recovery during training is important for muscle regeneration, and it is influenced directly by the type of foods consumed.

Increased Incidence of Injuries

The reduction or avoidance of injuries is critical in the attainment of high performance in sports. Athletes can achieve this by incorporating proper nutrition in their training regimen. In that regard, high-performing athletes must meet their daily dietary requirements for the supply of the necessary nutrients and energy. Low energy availability in the body due to poor nutrition increases the risk of bone stress injury and impairs training, thus leading to poor physical performance (Logue 2020). Research has shown that an energy intake of less than 30 kcal/kg of lean mass increases the probability of suffering injuries significantly. Poor nutrition is detrimental in sports because athletes consume low calories and suffer a deficit that affects their potential (Durkalec-Michalski et al., 2022). Moreover, the inadequate consumption of minerals, antioxidants, and vitamins increases the risk of injuries in elite athletes. For example, Vitamin D deficiency lowers bone metabolism and decreases muscular strength, two of the most common causes of poor performance (Bytomski, 2018). Inflammation is one of the main challenges that athletes face due to poor nutrition. Research has shown that the consumption of unhealthy fats found in processed foods and pastries is a major cause of inflammation among athletes (Logue 2020). Nutritionists recommended the avoidance of those foods and the consumption of healthier alternatives such as fish oil that is rich in omega 3 and that has anti-inflammatory properties (Sale et al., 2019). Athletes should take advantage of nutrition strategies that encourage optimal recovery, especially in cases where training and competition session are intense. Muscular atrophy results from the destruction of muscle protein and low rates of protein synthesis. Therefore, consuming high-protein diets in the recommended quantities is necessary for maintaining strong muscles that promote high levels of performance (Sale et al., 2019). Poor nutrition encourages muscle atrophy and the weakening of tendons.

Counterargument and Rebuttal

The importance of nutrition in determining sports performance has been downplayed by individuals who cite genetics as the underlying factor in the outcomes of physical activities. They argue that performance is determined by two main factors, namely training and genetics. Nutrition could be important, but they argue that it is a lesser important factor. For example, studies have shown that raising the levels of pre-exercise muscle glycogen prior to engaging in moderate-intensity activities does not enhance performance. This occurs because a larger portion of the glycogen is retained in muscles after exercise. Studies have also shown that the consumption of low glycemic index (GI) foods does not enhance sports performance.

Researchers have conducted many studies to evaluate the role played by genetic makeup in physical achievements in sports: they suggest that performance determinants, including athletic ability, muscle strength, and the predominant fibers that are found in muscles are genetic-based. Nutrition is not as important a factor because proper dietary intake with an inferior genetic makeup results in poor performance. The genetic composition of an individual determines whether they excel in long-distance running or sprints. Other factors that influence athletic achievement that are related to ones genetic composition include muscle mass, flexibility, height, and aerobic capacity. These capabilities enhance productivity only when they are coupled with intense training.

The foregoing argument is flawed because of the foregoing discussion that is based on scientific evidence. Nutrition is as important as genetic composition because without proper nourishment, the body cannot function efficiently. The major goal of nutrition in sports is the provision of energy and the facilitation of proper functioning of body organs for optimal adaptation to physical loads (Sale et al., 2019). This explains why different classes of athletes adopt varied dietary strategies. Nutrition plans must be optimized and individualized in order to meet the energy requirements of athletes, depending on their sex, age, and type of sport. An important factor in dietary intake is timing and quantity. For example, an athlete should consume carbohydrates a few hours before training or competition as this provides adequate time for the nutrients to undergo metabolism and supply the body with energy for peak performance (Gejl & Nybo, 2021). After training, the first two hours are key in recovery. Therefore, athletes should consume nutritious foods, otherwise, recovery will be prolonged. Timing and quantity are important aspects in understanding the role that nutrition plays in influencing sports performance.

Conclusion

The level of performance in sports is determined by several factors, and nutrition is one of the most important ones. An athletes dietary intake determines whether they win or lose, and how their bodies respond to training and competition stimulus. Diet influences sports performance significantly, and it is important for athletes to adopt well-planned nutrition plans. Training enhances the modification of muscle structure and function by modulating body functions such as protein synthesis, metabolism, and the absorption of nutrients. Research has established a direct correlation between the choice of diet and sports performance. Poor nutrition results in poor performance because of low energy levels, longer recovery periods, and the increased incidence of injuries. Proper nutrition ensures optimal productivity by promoting protein synthesis, promoting muscle recovery and regeneration, and lowering inflammation. The choice of foods consumed is critical for athletes. For example, processed foods promote inflammation and injuries, while fish oil has anti-inflammatory properties that enhance performance through healthier muscles. Body recovery is determined by proper nutrition, and it is facilitated by the consumption of foods rich in essential amino acids. Poor nutrition prolongs the recovery period, and results in poor performance due to fatigue and weak muscles. Proper nutrition lowers the incidence of injuries by promoting the growth and strengthening of muscles. High consumption of junk food increases the risks of injuries, and as a result, influences performance in a negative manner.

References

Bytomski, J. R. (2018). Fueling for performance. Sports Health, 10(1), 47-53. Web.

Durkalec-Michalski, K., Domagalski, A., Glowka, N., Kaminska, J., Szymczak, D., & Podgorski, T. (2022). Effect of a four-week vegan diet on performance, training efficiency and blood biochemical indices in cross-fit trained participants. Nutrients, 14(1), 894. Web.

Gejl, K. D., & Nybo, L. (2021). Performance effects of periodized carbohydrate restriction in endurance trained athletes: A systematic review and meta-analysis. Journal of the International Society of Sports Nutrition, 18(37), 1-12. Web.

Logue, D. M., Madigan, S. M., Melin, A., Delahunt, E., Heinen, M., Mc Donnell, S-J., & Corish,

C. A. (2020). Low energy availability in athletes 2020: An updated narrative review of prevalence, risk, within-day energy balance, knowledge, and impact on performance. Nutrients, 12(3), 835-853. Web.

Sale, C., & Elliott-Sale, K. J. (2019). Nutrition and athlete bone health. Sports Medicine, 49(2), 139-151. Web.