Mendelian Genetics Lab Report Essay Example

Mendelian Genetics Lab Report Paper Its also the framework for the modern research that is making inroads in treating diseases previously believed to be incurable. In this era of genetic engineering the incorporation of foreign DNA into chromosomes of unrelated species?it easy to lose sight of the basics of the process that makes it all possible. These were his conclusions: The hereditary determinants are of a particulate nature. These determinants are called genes. Each parent has a gene pair in each cell for each trait studied. The Fl from a cross of two pure lines contains one allele or the dominant phenotype and one for the recessive phenotype. These two alleles comprise the gene pair. One member of the gene pair segregates into a gamete, thus each gamete only carries one member of the gene pair. Gametes unite at random and irrespective of the other gene pairs involved. (Carlson) The purpose of this lab is to teach students how traits of an organism can be predicted with a dibber cross using the recessive and dominant traits. Using a dibber cross given the phenotype and genotype of Fl (parents), the traits f offspring should be predictable with ratios derived from the dibber cross. Materials and Methods: Part A- Materials furnished are containers of green and albino seedlings. Count the number of green and albino seedlings, and add total number of seedlings. Then Calculate the ratio of green to albino seedlings. (stalagmite) Part B- A corn of ear was furnished, the ear of corn contains four different traits. We will write a custom essay sample on Mendelian Genetics Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mendelian Genetics Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mendelian Genetics Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Each kernel can be one of two colors purple or yellow, each kernel can either be wrinkled or smooth (purple, yellow, wrinkled, smooth). Then determine the ratios in which each of the character traits is found and also what possible genotypes the parents might be. (stalagmite) Results: Part A- Observed Ratios of Green to Albino Seedlings # of green seedlings #balloon seedlings Ratio of green to albino seedlings 71 18 0. 83. 1, Total: 89 This graph shows that there is a ratio of green to albino seedlings. There were 71 green seedlings, and 18 albino seedlings, with a total of 89 seedlings.

Homeschool Stress

Homeschool Stress Homeschooling is a big responsibility and commitment. It can be stressful, but far too often we homeschooling parents make it more stressful than it has to be.   Are you guilty of stressing out yourself or your kids unnecessarily with any of the following? Expecting Perfection Expecting perfection in yourself or your children is certain to put unnecessary stress on your family. If you’re  transitioning from public school to homeschool, it’s important to remember that it takes time to adjust to your new roles. Even if your children have never  attended a traditional school, transitioning to  formal learning  with young children  requires a period of adjustment. Most veteran homeschooling parents would agree that this period of adjustment can  take 2-4 years. Don’t  expect perfection right out of the gate. You may be caught in the trap of  expecting academic perfection. is a  popular phrase among homeschooling parents. The idea is that you’ll stick with a topic, skill, or concept until it is completely mastered. You may hear homeschooling parents state that their children get straight A’s because they don’t move on until the skill is mastered. There is nothing wrong with that concept  Ã¢â‚¬â€œ in fact, being able to work on a concept until a child fully understands it is one of the benefits of homeschooling. However, expecting 100% from your child all of the time can be frustrating for you both. It doesn’t allow for simple mistakes or an off day. Instead, you may wish to decide on a percentage goal. For example, if your child scores 80% on his paper, he clearly understands the concept and can move on. If there is a certain type of problem that caused a grade less than 100%, spend some time going back over that concept. Otherwise, give yourself and your child the freedom to move on. Trying to Finish All the Books We homeschooling parents are also often guilty of operating under the assumption that we have to complete every single page of every piece of curriculum that we use. Most homeschool curricula contain enough material for a typical 36-week school year, assuming a 5-day school week. This doesn’t account for field trips, co-op, alternative schedules, illness, or a myriad of other factors that could result in not completing the entire book. It’s okay to finish most of the book. If the subject is one that is built on previously-learned concepts, such as math, chances are that the first several lessons of the next level are going to be review. In fact, that’s often one of my kids’ favorite aspects of starting a new math book  Ã¢â‚¬â€œ it seems easy at first because it’s material they’ve already learned. If it’s not a concept-based subject  Ã¢â‚¬â€œ history, for example -  chances are, you’ll come back around to the material again before your kids graduate. If there is material that you feel you simply must cover and you’re clearly not going to have time, you may want to consider skipping around in the book, dropping some of the activities, or covering the material in a different way, such as listening to an audiobook on the topic while running errands or watching an engaging documentary during lunch.​ Homeschooling parents may also be guilty of expecting their child to complete every problem on every page. Most of us can probably remember how happy we were when one of our teachers told us to complete only the odd-numbered problems on the page. We can do that with our children. Comparing Whether you’re comparing your homeschool to your friend’s homeschool (or to the local public school) or your kids to someone else’s kids, the comparison trap puts everyone under unnecessary stress. The problem with comparison is that we tend to compare our worst to someone else’s best. That causes self-doubt as we focus on all the ways we don’t measure up rather than capitalizing on what we’re going well. If we want to produce cookie-cutter kids, what’s the point of homeschooling? We can’t tout individualized instruction as a homeschool benefit, then get upset when our kids aren’t learning exactly what someone else’s kids are learning. When you’re tempted to compare, it helps to look at the comparison objectively. Is this something your child should probably know or be doing?Is it something that would benefit your homeschool?Is it a good fit for your family?Is your child physically, emotionally, or developmentally capable of performing this task or accomplishing this skill? Sometimes, comparing helps us identify skills, concepts, or activities that we would like to incorporate in our homeschools, but if it’s something that doesn’t benefit your family or your student, move on. Don’t let unfair comparisons add stress to your home and school. Not Allowing Your Homeschool to Evolve We may start out as staunchly school-at-home parents, but later learn that  our  educational philosophy is more  in line with Charlotte Mason. We  may  begin  as radical unschoolers  only to discover that our children prefer textbooks. It is not uncommon for a family’s homeschooling style to change over time, becoming more relaxed as they get more comfortable with homeschooling or becoming more structured as their  children grow older. Allowing your homeschool to evolve is normal and positive. Trying to hold on to methods, curricula, or schedules that no longer make sense for your family will likely put undue stress on you all. Homeschooling comes with its own set of stress-inducers. Theres no need to add more to it. Let go of unrealistic expectations and unfair comparisons, and let your homeschool adapt as your family grows and changes.

Explore These Free Online Macroeconomics Textbook Resources

Explore These Free Online Macroeconomics Textbook Resources Today, there are more resources available for economics students than ever before. This new knowledge-rich environment has opened the possibility for enriched learning and has made research more easily and readily accessible to the average economics student. Whether you are seeking to supplement your university studies, dig deeper into your economic research for a project, or drive your self-study of economics, we at About.com have compiled a series of excellent economics resources and assembled them into a comprehensive online macroeconomics textbook. Introduction to About.coms Online Macroeconomics Textbook About.coms online macroeconomics textbook is presented as a set of links to various resources and articles on key macroeconomics topics that are perfect for the economics beginner, undergraduate student, or someone just trying to brush up on the basic macroeconomics concepts. These resources present much of the same information as the classic hardcover textbooks listed on university course syllabi, but  in an easily accessible format that encourages fluid navigation. Also like those expensive economics textbooks that undergo revisions and updates as they are published in subsequent editions, our online macroeconomics textbook resources are always being updated with the latest and most useful information some of which is driven by readers like you!   While every undergraduate-level macroeconomics textbook covers the same core material within its many pages, each does so in a different order depending on the publisher and how the authors choose to present the information. The order we have chosen to present our macroeconomics resources is adapted from Parkin and Bades quintessential text,  Economics. Complete Online Macroeconomics Textbook CHAPTER 1: What is Macroeconomics? Compilation of articles that strive to answer this seemingly simple question, what is economics? CHAPTER 2: Unemployment An examination of the macroeconomics issues surrounding unemployment including, but not limited to, productivity and income growth, supply and demand of labor, and wages. CHAPTER 3: Inflation and Deflation A look at the basic macroeconomics concepts of inflation and deflation, including examinations of price levels, demand-pull inflation, stagflation, and the Phillips curve. CHAPTER 4: Gross Domestic Product Learn about the concept of gross domestic product or GDP, what it measures, and how it is calculated. CHAPTER 5: The Business Cycle Discover one of the keys to understanding how periodic but irregular fluctuations in the economy, what they are, what they mean, and what economic indicators are involved. CHAPTER 6: Aggregate Demand Supply Supply and demand at the macroeconomic level. Learn about aggregate supply and demand and how it influence economic relationships. CHAPTER 7: Consumption Saving Learn to analyze the economic behaviors of consumption versus saving. CHAPTER 8: Fiscal Policy Discover the policies and actions of the United States government that influence the American economy. CHAPTER 9: Money Interest Rates Money makes the world, or rather, the economic go round. Explore the various money-related economic factors that drive the economy. Be sure to check out this chapters subsections for a deeper exploration:- Money- Banks- Demand For Money- Interest Rates CHAPTER 10: Monetary Policy Like federal fiscal policy, the United Statess government also directs monetary policy that impacts the economy.   CHAPTER 11: Wages Unemployment Looking deeper into the drivers of wages and unemployment, be sure to check out the subsections of this chapter for further discussion:- Productivity Income Growth- Demand Supply of Labor- Wages Employment- Unemployment CHAPTER 12: Inflation Looking deeper into the drivers of inflation, be sure to check out the subsections of this chapter for further discussion:- Inflation Price Level- Demand-Pull Inflation- Stagflation- Phillips Curve CHAPTER 13: Recessions Depressions The phases of the business cycle are exaggerated with the occurrence of recessions and depressions. Learn about these deep falls in the economy. CHAPTER 14: Government Deficit Debt Discover the impact government debt and deficit spending has on the economy. CHAPTER 15: International Trade In todays global economy, globalization and international trade along with its concerns regarding tariffs, sanctions, and exchanges rates are consistently among the most debated issues. CHAPTER 16: Balance of Payments Explore the balance of payments and the role it plays in the international economy. CHAPTER 17: Exchange Rates Exchange rates are ever more important to an economys health as international trade continues to be a great influence on domestic economies. CHAPTER 18: Economic Development Beyond the borders of the United States, explore the economic issues faced by developing countries and the third world.

Law Assignment Example | Topics and Well Written Essays - 1000 words - 2

Law - Assignment Example Traditional dating was when a man asked a woman out several days prior to the day they were supposed to go dating if she was interested. The innovations made dating more casual that it was before. However, the question that bugs many people is; are hookups good or bad for women’s rights? According to England and Thomas, hook ups are when two people go out dancing, for movies and later on retire to a more private place for sexual encounters. Such encounters are aided with a lot of drinking. From the research that was carried out, more men enjoyed hookups than women did. The rates of satisfaction in women were low and many were not happy with their en counters. Many of the men hooked up with women that they had never seen before and in the morning, they could not remember their partners. Taking to perspective the fragile nature of the women emotions, it is then appropriate to say that hook ups are not in the best interests of the women. Many of the women leave the encounters emotionally bruised and the fact that they have not achieved the intended felling’s makes it more frustrating for women. As much as there is dating, hooking up or any other form of interaction people need to live together. This is what is called cohabitation; a living arrangement that is facilitated by agreement between two parties. Mostly this happens in members of the opposite sex. According to England and Thomas, the increase in heterosexual cohabitation has led to delayed marriages and an increase in divorce and caused one of the most significant changes in family life, as we have known it. It is believed that cohabitation had decreased the committed that is associated with marriage. Marriage used to be the foundation of sexual relations, living together among many other family related matters. Today people are joining up to live together without even being married. They are having children and even giving themselves names husbands and wives without

The World Film joural Essay Example | Topics and Well Written Essays - 1250 words

The World Film joural - Essay Example The film’s characters  exist  in  reality  making it more  real  and  intense; in fact, some of the cast resided in Rio de Janeiro at the time of shooting this film. City of God focuses on the tagline that if one chooses to  run,  the  beast  catches up with  them and, if they choose to  stay, the  beast  eats them. This is a moral dilemma which faces the characters in the film, who have to  choose  to either leave the crime-infested suburb or stay put and become affected by the organized crime. The film has received much acclaim on different aspects ranging from receiving four Academy Award nominations, the best writing (adaptation), directing, editing and cinematography. The film opens by chickens  being prepared  for a meal, but one of the chickens manages to escape and  is chased  by a  gang  member who meet Rocket, a  youth  who seems to  believe  that the gang is out to kill him. The film’s  excellent  cine matography comes out when the chicken halts between the Rocket and the armed gang member showing the  confusion  being witnessed  in the area by most young persons, unsure of which side to  follow; either the  bunch  of criminals or the  ordinary  person. Suddenly, we  are taken  back to Rocket’s childhood days where he is playing  soccer; here, we learn how the City of God  was established  in the late 1960s. ... This, in turn, endears the trio to the citizens, who  protect  the  former  and some young men even  idolize  them as heroes and saviors of the community. However, such idolization has detrimental effects for some of the boys in the City of God as seen through Li’l Dice, who manages to talk his counterparts into raiding a motel and robbing its occupants off their valuables. Being too young, Li’l Dice  is tasked  to serve as a lookout for the police, a move that angers Li’l Dice, who subsequently uses his issued gun to kill all the motel occupants. In the City of God, induction into the life of crime and gangs takes place at a tender age as evident through Li’l Dice  being given  a gun to  warn  his  crew  of police’ arrival. The law enforcement agencies  are brought  into the limelight upon the occurrence of the motel massacre. In the story, the police have a laid back attitude towards  criminal  gangs, choosing t o wait until a crime as grave as the massacre occurs before they  act  ((Lins and Entrekin, p. 113). Cohesion among members of criminal gangs is minimal as they  turn  against one another upon the slightest provocation. Li’l Dice, who appears to have enjoyed the act of killing, shots down his friend Goose after stealing from him. The film leaps forward into the 1970s where we note that Rocket has since joined a group of  youthful  hippies, the â€Å"Groovies†, who take part in smoking marijuana. Rocket’s  infatuation  with a girl draws him further towards his interest in photography.  However, his efforts of getting closer to the girl  are squashed  by â€Å"the Runts†, a group of young trouble seekers under the leadership of Li’l Dice who now refers to himself as Li’l Ze. Li’l Dice’s  evolution  into a drug king results in his wanton

Modelling Tool for Photonic Crystal Device Issues

Modelling Tool for Photonic Crystal Device Issues Chapter 4 SIMULATION DETAILS OF THE PROJECT In the past 10 years, photonic crystals (PCs) have attracted much scientific and commercial interest. The research and design work for PCs starts from accurate modal analysis of the device. Once the modes are found, structure can be simulated for that particular mode and the results of power spectra can be observed at the detector. In this chapter we will discuss about the modelling tool used for solving various problems related to photonic crystal device mentioned in next chapters. In our work, Opti-FDTD v11.0, a proprietary of Optiwave is used as a simulating tool to fulfill this purpose. 4.1 Introduction to FDTD Opti-FDTD is a user-friendly graphical interface that allows the designing of photonic devices in an efficient manner. It provides accurate computer aided simulations with the proper analysis of results. It is a powerful and highly integrated software package which is based on the finite-difference time-domain (FDTD) method. FDTD technique implies the solution of maxwell equations with finite-difference expressions for the space and time derivatives. FDTD schemes are especially promising for the investigation of PBG structures, as they provide an opportunity of analyzing the spatial distribution of the electromagnetic field in PBG structure. Opti-FDTD enables to design, analyze and test nonlinear photonic components for wave propagation, scattering, reflection, diffraction and other nonlinear phenomenon. The method allows for the effective simulation and analysis of structures with sub-micron details. Such fine scale implies high degree of light confinement and a large refractive ind ex contrast of materials to be used in design. Since FDTD method calculates electric and magnetic field at all points of computational domain, it is required for the domain to be finite. For this purpose, artificial boundaries are inserted in the simulation space. In FDTD perfectly matched layer (PML) acts as a absorbing layer for wave equations. In numerical methods, it truncates the computational regions while simulating problems. 4.2 Design Tools of Opti-FDTD Opti-FDTD is used to design photonic devices, simulate and analyze results. Design tools are available in toolbars and menu options. These tools include waveguide primitives, editing and manipulation tools, and special layout regions. Fig 4.1. Main layout of Opti-FDTD Designer Design tools of Opti-FDTD include designer, simulator and analyzer. 4.2.1 Opti-FDTD Designer This section created the desired layout on a wafer that is saved in a file with the extension .fdt. Opti-FDTD designer is opened from the start menu. This section enables a user to work on multiple layouts of project at the same time. One can store and retrieve projects using .fdt files. In addition to the standard cut, copy, and paste editing functions, we can: Scale elements or groups of elements swap overlapping elements snap elements to a grid of the layout zoom into or out of the project layout link elements together The main elements required to perform simulation of layout design include wafer, waveguide and input field. Wafer is the work area of design in Opti-FDTD. Each layout consists of only one wafer. It is a planar substrate on which we place and design the waveguides and cavities. The option of wafer properties is found in edit menu to modify the length, width and material of the wafer. Light wave propagates in Z-direction i.e. along the horizontal path on the screen. Discretization mesh is formed along the X-direction which corresponds to vertical path on the screen. Wafer is a necessary element for running a simulation. While starting a new project, the default material of wafer is air. Fig 4.2. Wafer coordinate system Waveguides are the building blocks of photonic circuits. Path perpendicular to the waveguide center defines the width of the waveguide. The default waveguide profile is air which can be changed while creating a new design. One can resize, rotate and move waveguides anywhere in the layout. Waveguide changes its color after selection. The orientation and shape of a waveguide can also be changed by dragging start/end handles. Properties of a waveguide can be viewed by double clicking it in the project layout. This opens the dialog box of waveguide properties where user can make required changes. Some major waveguide options provided by software include circular, elliptical and linear waveguides. From user point of view, waveguides can also be created by making some cells off in the photonic structure. Such a waveguide allows propagation of electromagnetic wave with minimum attenuation. The input field is an essential element in design to allow simulation to run. Its position is at an input plane which can be moved throughout the layout. It defines the light that enters the simulated structure. Geometric position of the input field and its orientation can be defined in the input field dialog box. Options available for input fields in the software are modal, gaussian, rectangular and user defined. The concept of input field is purely geometrical. It is a position and direction which defines a plane completely. Multiple input fields can be positioned on multiple input fields simultaneously. In a 2D design, input plane can be horizontal (perpendicular to X-axis) or can be vertical (perpendicular to Z-axis). Input field parameters must be defined carefully. The time domain parameters of input field can be specified as continuous wave or gaussian modulated continuous wave. Both the cases demand an input wavelength for the carrier wave. In Opti-FDTD all dimensions are defined in units of ÃŽ ¼m. Multiple input planes are distinguished with the help of ‘label’ facility provided by the software. Input wave can move in positive or negative direction depending on the option selected in the tab of wave configuration. An enable input field check box selects the input plane to be considered in calculation. Figures below show the placement of vertical and horizontal input plane. Fig 4.3. A vertical input plane for 2-D photonic crystal structure Fig 4.4. A horizontal input plane for 2-D photonic crystal structure Layout design in Opti-FDTD software includes profile designer, initial properties and layout designer. Profile designer define the material properties (refractive index of material) and channel profile. Initial properties set initial simulation domain properties including dimensions and material. Layout designer help to draw the lattice type (rectangular or hexagonal) and define the properties of the structure. 4.2.2 Opti-FDTD Simulator Opti-FDTD provides two types of FDTD simulations 32-bit simulation (performed by 32-bit simulators) 64-bit simulation (performed by 64-bit simulators) Opti-FDTD simulator monitors the progress, while the simulation is running. The simulation results are stored in a file with extension (.fda). After launching a 2-D simulation from Opti-FDTD designer, Opti-FDTD simulator displays the results of 2-D simulation. Fig. 4.5 shows the results of 2-D simulation for the structure shown in Fig. 4.3. Fig 4.5. 2-D simulation results (image map) in Opti-FDTD simulator Opti-FDTD simulator window contains output window and graph window. 4.2.2.1 Graph Window While running a 2-D simulation, a simulation window with several tabs appears. The first tab is the refractive index tab (Refr_Idx). Fig. 4.6 shows the refractive index distribution for the structure in Fig. 4.3. Fig 4.6. Refractive index distribution (image map) with palette Opti-FDTD simulator provides several types of views for graphs that include height plot and image map. Fig. 4.5 shows the image map of simulated field Ey. The height plot of the refractive index distribution of structure is shown in Fig. 4.7. Fig 4.7. Height plot of refractive index distribution 4.2.2.2 Output Window The output window contains notification and error tabs which display notifications regarding the status of simulations or any error that occur during simulation. Opti-FDTD simulator does not show this window by default. It can be accessed from tools menu. Figure below shows an example of output window. Fig 4.8. Output Window Simulation parameters can be accessed in Opti-FDTD_Simulator by selecting simulation > simulation parameters. For changing any of the parameters one should use Opti-FDTD_Designer. These parameters can’t be changed in simulator. Observation points can be used to obtain DFT and FFT transform. Observation line is used to observe power spectrum of the transmitted electromagnetic field. Opti-FDTD simulator provides the facility of PWE (plane wave expansion) solver. Fig 4.9. Simulation parameters dialog box Fig. 4.9. Simulation parameters dialog box The simulator provides tools for post-processing data analysis. Structure below shows the workflow of PBG structure analysis. Waveguide layout designer which provides necessary tools for designing a PBG crystal structure. After designing, PWE band solver simulation parameters are configured and PWE calculation is launched. After calculations results are automatically saved in .PND file and data is used for post-processing analysis. Fig. 4.10. Flow chart of PBG structure analysis The PWE band solver contains two windows including band diagram graph window and processing image window. PWE band solver graph window displays data of each eigen values based on each k-vector. During simulation, data is updated continuously from currently running calculations. Progress of calculations can be seen in the window. After completion of calculations, band diagram can be plotted either as band-gap data graph or line-connected data point graph. Fig. 4.11 shows a PWE band solver graph display for the structure shown in Fig. 4.3. Fig. 4.11. PWE band solver graph window Processing message window consist of notification and error tabs. This window displays textual information related to the activities performed in band solver. It provides notification on the k-vector value, tolerance, iteration number and time and date when results were being observed. Fig. 4.12 shows the notification window for the above-mentioned band solver. Error window displays notifications about processing errors. Fig. 4.12. Processing message window 4.2.3 Opti-FDTD Analyzer Opti-FDTD provides the facility to view power spectrum. Observation points are used for this purpose. To view the spectrum, observation area analysis can be accessed from tools menu. Fig. 4.13 shows the observation area analysis dialog box. Fig. 4.13. Observation area analysis dialog box The flow chart below summarizes the full procedure of designing, simulating and analyzing. Following algorithm is used to generate the flow chart. Create a new project Open Opti-FDTD designer Initialize the project Open waveguide profile designer Define the material Define 2-D channel profile Set up initial properties Create a design Draw a PBG crystal structure Set up the lattice properties Insert input plane Set up the input plane Insert observation lines Observe refractive index distribution Observe the refractive index distribution Set up observation lines Run the simulation Set up the simulation parameters Run 32-bit simulation Fig. 4.14. Flow chart of processing of photonic crystal structure using Opti-FDTD [ Courtesy: Ref. [28] ] Analyze the simulation results Open Opti-FDTD analyzer Observe power spectrum Export results The block diagram illustration of the same is depicted in Fig. 4.15. Fig. 4.15. Opti-FDTD block diagram [ Courtesy: Ref. [28] ] Opti-FDTD analyzer first loads the files and processes it to simulator. Simulator runs the proposed design and exports data to other file formats [30]. Further chapters provide the methodology to improve the performance of photonic crystal biosensors. They also explain the application of such device in the emerging field of DNA photonics. A comparative account is also prepared between the performances of photonic crystal biosensor and surface plasmon resonance biosensor which proves the superiority of PC biosensors over SPR devices.

Daily Routines

Your Daily Routines: Then and Now Day| Before College| After College| Sunday| My daily routine before college on a Sunday was to attend church service and was to decide what our Sunday dinner plans were. | My daily routine now that I am enrolled in college on a Sunday are to attend church service, decide what our Sunday dinner plans are, and to make sure that all of my assignments and discussion questions are submitted, and all participation posts are completed for the week. .| Monday| My daily routine before college on Mondays were to go to work and come home to watch my favorite TV shows to wind down from my day. My daily routine now that I am enrolled in college on a Monday is to go to work try to complete a participation post or a discussion question during my lunch break, and then come home and make dinner while studying. | Tuesday| My daily routine before college on Tuesdays were to go to work and come home to watch my favorite TV shows to wind down from my day. | My daily rout ine now that I am enrolled in college on a Tuesday is to go to work try to complete a participation post or a discussion question during my lunch break, and then come home and make dinner while studying. Wednesday| My daily routine before college on Wednesdays go to work and come home to watch my favorite TV shows to wind down from my day. | My daily routine now that I am enrolled in college on a Wednesday is to go to work try to complete a participation post or a discussion question during my lunch break, and then come home and make dinner while studying. | Thursday| My daily routine before college on Thursdays were go to work and come home to watch my favorite TV shows to wind down from my day. My daily routine now that I am enrolled in college on a Thursday is to go to work try to complete a participation post or a discussion question during my lunch break, and then come home and make dinner while studying. | Friday| My daily routine before college on Fridays were go to work and come and decide what our weekend plans were with our friends are and maybe have a date night. | My daily routine now that I am enrolled in college on a Friday is to go to work try to complete a participation post or a discussion question during my lunch break, and then come home to spend time with my husband. Saturday| My daily routine before college on a Saturday was to sleep in late, make a nice lunch fore my husband and then go out with friends and enjoy each others company later that night. | My daily routine now that I am enrolled in college on a Saturay is to wake up a bit earlier than usual to try to complete a participation post or a discussion question before cleaning my house and going out with friends. | What are the major differences in your daily routine now that you are in school? The major differnces that I see now that I am back in school are that I have a more structured schedule and am able to focus on completeing assignments before doing extracuricular activities. Have you included enough time into your schedule for academics? What information in the chart demonstrates evidence to support your answer? I have included enought time into my schedule for academics by cutting out alot of television watching and minimizing the activites I do with friends prior to completeing my class work. The information on the chart that demonstrates evidence of this is there not being any extra activites or television watching during the week or prior to completeing assignments. Do you have an effective balance in the use of your time and your priorities? Why or why not? I do feel that I have an effective balance in the use of my time and my priorities by my cutting out the things that will not assist me in acgieving my goal of and education and earning my diploma. I have substituted watching television by watching the web tutorials. What are some time management strategies you have learned this week that you can implement to make your daily routine effective? A time management strategy I have learned this week is to learn to comprimise with myself I have to buckle down and do my works on certain days so that I can reward myself and be afforded the time for fun activities on other days when my classwork has been completed.