Staying hydrated is crucial to powering your workouts and maintaining a healthy weight. Use this calculator to find out how many cups of water you should drink each day.
When you don't drink enough water, your athletic potential is also reduced. Even slight dehydration can cause a major decrease in performance.2 If your body isn't getting the fluids it needs, you won't be able to push hard in the gym and get after those gains.
If you sweat a lot because of exercise intensity or heat, you may want to consider taking supplemental electrolytes to replace the minerals you lose through perspiration. Electrolyte tablets that dissolve in water do the job well, plus they add flavor, so it's more appealing to drink up.
The National Academy of Sciences recommends drinking about 11 cups of water per day for women and 16 cups per day for men.3 But, this number can vary based on lifestyle, body size, and other factors. If you're active, you'll need to increase your daily water intake. Variables such as living in a hot climate or wearing a heavy sweater can also increase your hydration needs.
Keep in mind that you don't have to just drink plain water to stay hydrated. Fluids from other drinks, like protein shakes, BCAA drinks, coffee, and smoothies also count toward your water intake requirement. You also get water from foods, especially fruits, vegetables, and dishes like soup.
Drinking extra water can boost calorie burn, helping you to lose weight. However, the effect is modest. You'd have to drink eight extra cups of water per day to increase your calorie burn by 100 calories, with cold water giving the best boost.1 Keeping your kidneys happy so you don't retain excessive water weight is the most noticeable weight-loss benefit of staying hydrated.
Since staying hydrated can help you work out longer and harder, you'll get more out of your gym sessions and maximize your calorie burn. But you need to drink water throughout the day, not just at the gym! Taking in adequate fluids throughout the day will ensure you're already hydrated when you begin your workout. This is especially important if you work out first thing in the morning, before you've had a chance to chug a bunch of water.
Lose Water Weight By Drinking More Water?
This sounds a little counterintuitive, but let me explain. Ever wondered why some people can be shredded in their arms and legs, but still have some "puppy fat" around the belly? Or why, no matter how on point your diet and workout plan is, there are just some stubborn areas of "thick skin" you can't seem to shed?
Well, it may be that what you mistook for excess fat is actually water weight. This type of fatty-looking skin is called "subcutaneous fluid," and it's a sign that you are probably not drinking enough water. Yes, that's right: Subcutaneous fluid is primarily made up of excess fluids (and sodium), and the solution is to drink more fluids.
Why? When you are giving your body enough fluids, it doesn't need to store fluids for later. Your body is a survival machine with thousands of tricks up its sleeve—some of which were evolved to help your ancestors survive in harsh climates. Drinking enough water will tell your kidneys that times are OK and that your body can flush those excess fluids hiding beneath the skin.
While it's important to be getting enough fluids, it's also important to make sure that these are clean, healthy fluids. If you don't have easy access to clean, filtered water, maybe it's time to have a stock of water bottles on hand or consider getting a water cooler.
What Does Water Do In The Body?
You know this already, but water is essential for life. Not just human life—all life. So, what does it actually do?
This doesn't have to mean that you fall to the floor mid bench press, or that you start to feel lightheaded and dizzy—in fact, many people may not notice anything at all. They can go a lifetime without realizing that they are undercutting themselves by not giving their body the fluids it needs.
Two percent really isn't that much when it comes to fluid loss; just consider the fact that severe cases of dehydration can mean losing up to 10 percent of your overall body weight. When you exercise, your body begins to overheat due to burning molecular fuel and other nutrients. To maintain business as usual, the body needs to find ways of returning to that stable 98.6 degrees (37 Celsius).
The best cooling system we have is sweating. You may not think of it this way, but sweating is actually an exchange of heat between your skin and the atmosphere. It's also a process that eats up a lot of fluids and electrolytes.
Fun Fact: Sweat only works if it evaporates. When it is able to become a gas, it takes heat energy away from your body, leaving the remaining water molecules feeling cooler on your skin.
In one hour of consistent exercise, your body can easily drop 3-5 pounds of fluids—these need to be replaced. Unfortunately, the body isn't able to absorb fluids as quickly as it can give them up. Under the most extreme conditions, the body can lose 100 fluid ounces in an hour of exercise. Meanwhile, at its best, it can only absorb 30. That leaves us with a large discrepancy, and this is why (no matter how hard you try to stay hydrated) some conditions simply aren't fit for long periods of exercise. That would include incredibly hot and humid environments, where sweat cannot evaporate due to the atmosphere already being saturated with water.
For all of that, it's still good to have a rough guide. This is the one I follow: To stay properly hydrated, drink roughly 8 fluid ounces per 15 minutes of exercise.
If our bodies are three times more effective at losing water than absorbing it, how do we stay hydrated?
Fortunately, we are not losing fluids rapidly at all hours of the day. For the most part, we can steadily gain and maintain fluids throughout the day. But, this is why it's so important to get most of your fluids outside of the gym.
The fluid recovery stage after exercise lasts 8-10 hours. That means as much as 10 hours after your workout, your body is searching for fluids to recover properly. You should make sure it finds them; if not, your workout may not get the gains you feel it deserves. Working hard in the gym is one thing, but taking care of your body's nutrition, health, and hydration is a lifestyle which lasts the whole day, every day.
Recommended Daily Water Intake: Is It Accurate?
The water intake calculator above will tell you how many ounces of water a day you should aim for, but are there any other factors to consider?
Let's put it this way: When friends and family ask me, "How much water should I drink?" I'm comfortable recommending the water calculator. However, as with anything, there is some wiggle room. Factors like climate, exercise habits, and even altitude should also be taken into consideration when finding the best daily water intake.
Climate is a big one to understand since people can often be misled by what seems like common sense. For example: "Hot weather means we should drink more water, so cold weather means we don't need to drink as much."
This, unfortunately, is wrong. The truth is, in both climates (hot or cold) the body is in need of extra fluids for different reasons. When the weather is hot, our body naturally sweats more to cool us down; this increases fluid loss, thus requiring a higher water intake.
However, cold weather can be equally brutal for fluid loss. In colder climates, there is typically less water in the air, which results in the body losing fluids at a faster rate than usual. Fluids are also more difficult to keep warm than solids—when the body is cold, it flushes fluids rather than spending the extra energy on warming them up.
Humid conditions, too, mean that the body's natural cooling system (sweating) is not as effective since the fluid cannot readily evaporate. This leads to the body overheating, requiring more fluids to cool it down again.
Activity is also a largely misunderstood (or, at least, underestimated) area of good hydration habits. Many people know enough to drink water while they exercise, however, they seem to think that the processes from mouth to muscle are instantaneous. Like Popeye eating his spinach, you might imagine water and electrolytes spreading through the body and muscles like wildfire.
The truth is, if you only start drinking water at the beginning of your workout, it's already too late. (Although, at that stage, you should certainly still drink plenty for the remainder of the session!) Ideally, for the few hours leading into your workout, you should be drinking roughly a cup an hour. I find that two cups, or a 600-milliliter bottle, in the two hours before my workout is enough, especially if I've been staying hydrated throughout the day.
Altitude may not be such a common factor, but it's worth knowing about if you're a frequent flyer. Perhaps you've already experienced a post-flight workout—jelly legs, fatigue, general muscle weakness, and soreness the next day. Long flights are known to throw off your circadian rhythms and negatively affect blood flow, but these simple workout symptoms are most likely the work of inadequate hydration. Low air pressure and heavy climatization on commercial flights encourage your body to shed fluids like nothing else (evaporating fluids more often than noticeably sweating it out), leaving you and your muscles parched and unprepared for activity.
It has become widespread knowledge that drinking a lot of coffee can make you dehydrated. Since large doses of caffeine can act as a mild diuretic, many have concluded that coffee is a dangerous dehydrator. But what does the research say?
Well, it's actually clear on this point: Caffeine consumption has no significant effect on hydration or fluid loss.9 Study after study after study have shown that, when you actually take a look at the data, caffeine simply is not linked to dehydration.
These studies also show that, while acute caffeine intake can act as a mild diuretic (mostly in females), these effects are eliminated when people start to exercise. That's right: When you exercise, the diuretic role of caffeine is non-existent and fluid loss occurs at its normal rate.
So where did the original idea come from?
Strangely enough, this idea is almost a century old. In 1928, a study examined and reported the diuretic effect (something that will increase the frequency of urination) of caffeine.10 Ever since, it has made its way into the folklore of fitness nutrition, steering the physically active away from coffee, tea, and other caffeinated beverages. Even the British Olympic teams were advised to avoid their intake of coffee, tea, and cola drinks, on account of their influence on fluid loss.
So, if there's no effect...what's the problem?
In the end, maybe you're right and it isn't such a big deal. If you're a regular coffee drinker, worst case is that you've been overcompensating with your water intake. Considering everything we've spoken about in this article, that's probably not a bad thing!
But, I like to be right for the right reasons. And when it comes to fitness enthusiasts and high-level athletes, these kinds of findings do matter. It's important to know what a substance will do to your body, and that an entire tradition of common knowledge has been mistaken.
Caffeine is a known performance enhancer, and when athletes steer clear of it on account of its "dehydrating effect," they are selling themselves short. It's also useful for the big coffee drinkers to know that those morning coffees are counting toward their daily water intake, and not taking away from it. It may be a small victory, but that feels like a win to me, and every win counts.
Other, more subtle deviations from your regular schedule can influence how much water you should drink daily. For example, illness and sleepless nights can also result in significant fluid loss. One way of correcting for this is by drinking more water than usual the following morning; however, I am a fan of attempting to meet the problem at its root.
Poor sleep quality is, in my experience, more commonly suffered than it needs to be. In many cases, the simple addition of a magnesium glycinate or a similar compound can be the difference between tossing and turning every other night and sleeping like a baby for your remaining years.
Now that you have taken my advice and raised your daily water intake, it's time to discuss electrolytes and multivitamins.
When your body is working hard and replenishing those fluids as it should be, it might help to think of the system as a water wheel. You're constantly picking up and dropping fluids, so that while the machine is running smoothly, there are also some important things being filtered out.
Endurance athletes and bodybuilders who are cutting water weight before an event know the importance of supplementing with multivitamins and electrolytes. There's a reason you see elite athletes drinking Gatorade, Powerade, and other colorful, sugary beverages which they wouldn't normally be touching: Proper hydration means that you will go through important minerals at a faster rate through urination.
This is only a problem if you're not aware of it. The simple fix is to make sure that you consume one electrolyte drink on workout days, and supplement with multivitamins during the first weeks of a new routine. Once you've been meeting your daily water intake for a few weeks, your body will adapt to the new set-up and a healthy, varied diet will be enough without multivitamin supplements. I recommend electrolytes on a weekly basis, particularly if you are exercising regularly.
Drinking too much water can result in hyponatremia, a condition in which you don't have enough sodium in your blood. Hyponatremia can be serious and even fatal, but it's rare—you'd have to down gallons of water at a time.11 That's a lot, so don't worry about it. Focus instead on getting enough fluids, which is a much more common challenge.
Staying hydrated is perhaps the most natural improvement you can make to your daily health. It's all about habit. I remember learning that in order to meet my daily water intake, I would need 148 fluid ounces (over a gallon) each day—it seemed an impossible task. I started taking my water bottle with me, keeping it in my backpack when I was out, or by my desk while at work. Before I knew it, I was refilling it several times a day without thinking, and now it feels strange not to have water with me wherever I go. Your brain only needs a couple of weeks to form a new habit, and keeping a water bottle close by could be a real game-changer for people trying to improve their daily hydration.
When hydration becomes a part of your daily routine, you don't need to think about it. Keep in mind that the figures in this article are averages and estimates—hydration is an individual task. Thirst is your body's natural tool for measuring it, but it isn't perfect.
Use the water intake calculator to find your optimal daily water consumption and change your routines to meet the mark. Then, enjoy the benefits of a body functioning as it should.
Sawka, M. N., & Montain, S. J. (2000). Fluid and electrolyte supplementation for exercise heat stress. The American Journal of Clinical Nutrition, 72(2), 564s-572s.
Campbell, S. (2004). Dietary Reference Intakes: Water, Potassium, Sodium, Chloride, and Sulfate. Clinical Nutrition Insight, 30(6), 1-hyhen.
Stand, A. P. (2009). Exercise and fluid replacement. Medicine and Science in Sports and Exercise, 39(2), 377-390.
Taylor, A. T. (2011). High-altitude illnesses: physiology, risk factors, prevention, and treatment. Rambam Maimonides Medical Journal, 2(1).
ROBERTS, K. E. (1963). Mechanism of dehydration following alcohol ingestion. Archives of Internal Medicine, 112(2), 154-157.
Gardner, J. W. (2002). Death by water intoxication. Military Medicine, 167(5), 432.


text:
Q: How can I combine two Arrays by parallel collections in Spark? Suppose we have two arrays Array1(1, 2, 3) and Array2(4, 5, 6).
I want to combine them to a new Array3((1,4),(2,5),(3,6))
While when I try that in Spark it becomes.
code
val data1 = Array(1, 2, 3, 4, 5)
val data2 = Array(2, 3, 4, 5, 6)
val distData1 = sc.parallelize(data1)
val distData2 = sc.parallelize(data2)

val distData3 = distData1 ++ distData2
distData3.foreach(println)

output
1
2
3
4
5
6

How can I combine them correctly?
//Update*
In my program(different from the example). I want to label.zip(features). My features are features: Array[String] and my label are also Array[String]. Why it won't work?
<console>:98: error: type mismatch;
found   : org.apache.spark.rdd.RDD[Array[String]]
required: scala.collection.GenIterable[?]

A: You can data1.zip(data2) but it won't work if distributions are different.

redpajama_set_name: RedPajamaStackExchange


Nick Lakowski is a Vancouver based artist. He holds a BFA in studio art from Emily Carr University (2004) and an MFA in studio art from the University of British Columbia (2012). His work is grounded in a commitment to grassroots community projects, including experience as a teacher, muralist, volunteer, board member, curator, and events facilitator for a variety of local schools, businesses, festivals, DIY art spaces, and artist-run galleries. His current work with acrylics draws anxiously and humorously from the overly deterministic discipline of neurobiology, the world of commercial painting and paint manufacturing, various indexes and orders of colour, the redactive procedure of painting itself, and a mystical hysteria towards resuscitation and intensive care medicine.


| COASTAL ELEGANCE – BURLEIGH GARDENS!
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As soon as you enter this property the neutral tones and high quality features shine through to really set this unit apart from all the others, you can move straight in and enjoy all the work that has been done for you.
Impressive in design, this neat and tidy unit includes 2 spacious bedrooms both with built in robes and ceiling fans and a beautiful main bathroom with floor to ceiling tiles and luxurious fixtures.
This divine plan floor plan incorporates a sleek modern kitchen with stone bench tops, 2Pac cabinetry, stainless steel appliances and large island bench, air conditioned living and dining areas all complimented by floating timber floors and window shutters.
It wouldn't be a beach side apartment without the ambiance to go with it which you will find as you step foot on the covered outdoor balcony that overlooks that tennis court and captures those highly sought ocean breezes.
This quiet secured boutique style building with only three apartments per floor, is very popular for its walk to everything location and distance to beach, with your own underground car park and resort type facilities including in ground swimming pool, tennis court, games room and direct beach access.
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This property is not one to miss, book yourself an inspection so you can start your seaside dream today! Joel 0424 436 181.


Because it is distributed over three passages (Rev 10:5-7; 11:14-19 and Rev 14:6-20), the effect of the seventh trumpet is not readily apparent.
Heavenly beings shout out great praise and worship.
They proclaim that the kingdom of the world, previously ruled by Satan, has become the kingdom of God and His Son Jesus (Rev 11:15-17).
They announce the coming time of judgment of the dead and of rewards for the bond servants, prophets and the saints (Rev 11:18).
The heavenly temple of God opens and reveals the ark of His covenant.
The first angel preaches to the whole world the gospel in a manner that all would understand and have no excuse (Rev 14:6-7; Matt 24:9-14; Mark 13:9-10).
The final result of the seventh trumpet is the appearance of the reapers, and the reaping that occurs is in the figurative sense and reminiscent of the Parable of the Tares.


Tenshu General is a simple, elegant strategy game that combines elements of classic strategy and social games like Risk. It combines elements of classic strategy and board games, provides a certain amount of challenge from the opponent. Gameplay is located in medieval Japan during the Edo period, which lasted from 1603 to 1868.
It is the time of the rule of the city of Edo, that is, the Tokugawa shogunate who established the famous Tokugawa Tenshu. In the role of the general, and under the command of his shogun, your goal is to spread the boundaries of your territory and defeat the enemies that surround you. The main campaign consists of three helpful tutorials with which you can learn the basics of the gameplay, and six main missions, which is extremely small, this is in some way a pity because the mission could have been more.
However, besides the campaign there is a skirmish mode with an additional set of maps. The central element in the game is your castle in which you create your own army and with the help of conquering the provinces, demolish the rebels and destroy the enemy army. You need to determine the seat of your castle, after which you move to the invading march. To create your army, you need rice that is presented as the main resource.
You get rice from the conquered provinces, and you can improve its production with the aid of farmers and their tools. Farmers with tools are efficient because they increase the quality of crops and thus contribute to a slight increase in total production.
Rice also requires a lot of water, so proper irrigation is vital for creating high yields of rice, and cattle additionally makes it easier for locals to handle crops. Your army consists of cavalry, infantry and shooters, each with specific characteristics.
Mountains, forests or rivers have a direct impact on your units and can directly help or deflect them during combat. Infantry can use the trees as a shelter, which represents the perfect tactics during the battle. The same battle is done automatically by pressing the Result button.
In addition to conquering the territory, it is also necessary to defend your castle from enemy attacks by building additional walls. Unfortunately, such a defense does not function for provinces in your area that you can only defend with the help of the army.
During these battles, losses are fairly common, which in the later stages of the game can be very frustrating because the army is very expensive, and the need for good province organization is emphasized. Tenshu General comes with a map editor where you can create your own folders and share them with other players.


I'm writing the story this week quite late in the evening. Don't misunderstand - I don't mean that I've got such a heavy work schedule that I have to work late every night! It's just that while I was on a stroll around the neighbourhood this evening I had an idea for this week's story, so when I got home it was better to sit at the keyboard and write it down before it became forgotten. If I went straight to bed, putting the story off until the morning, then the mood would perhaps be quite different.
I don't go for a walk every evening. Just now and then, in the quiet time after dinner, I feel the impulse to head out for a stroll. Perhaps it comes on those days when I have spent most of the time sitting in front of the computer, working on the website and doing email. At the end of such a day, a bit of light exercise of course feels very pleasant.
One of the things I most enjoy about these evening walks are the sounds of the neighbourhood. In winter there is nothing much to hear, but at this season, with everybody's windows wide open, the feeling is completely different. As I stroll along, I hear from this side and that, some of the casual sounds of Japanese family life. The most distinctive of these is the sound of the splash of water falling to the floor of the bathroom as somebody in their o-furo dumps a bucket of rinsing water over themselves. I suppose that Japanese readers of this story would perhaps not realize it, but that sound is particularly 'Japanese', only heard here in this country. People everywhere bathe themselves of course, but the combination of a small tiled bathroom and that particular method of rinsing, with water scooped from the tub, is only found here. If I were walking along blindfolded, I would still know I was in Japan!
The other most common sound I hear is - as you would guess - the sound of the television sets. The flickering pattern of light that shines onto everybody's window curtains tells the same story, that in every home the television set is on, filling each room with its constant stream of information and entertainment.
Seeing these TVs on every side of me brings back a memory from a few years ago, just at the end of my Hyakunin Isshu printmaking project, which had taken me ten years to complete. During the final couple of years of work, a TV company visited me many times, and produced a one-hour documentary program, to be broadcast at the finish of the project.
I myself have no television in my home, so when broadcast day came along, I had to decide what to do; should I visit a friend's house to watch it? I decided not to do that, and that evening as the program time approached, I went out for an evening stroll instead.
What a strange and interesting experience that was! A full one-hour program about me, broadcast on a major network during prime time ... As I strolled along through the quiet streets of the town, I could see the light from the television sets flickering on the curtains in nearly every house. How many of them were watching that channel? I didn't know, but I did know that all across the country, millions of people were watching 'my' program. How was this going to change my life?
For the entire hour that it took to broadcast the program I strolled around the streets, thinking my own thoughts about the completion of my long project, and then quietly returned home.


text:
Watch: "MIXNINE" Contestants Run And Cry During Their First Mission In Episode Preview
A preview for the second episode of JTBC's idol survival program "MIXNINE" has been released, showing tidbits of the first mission.
MC Noh Hong Chul announces the title of the first mission as "One Day" and tells the trainees that there will be a reset in the debut group members which makes everyone start running.
Singer Zion.T can also be seen sitting behind the judge's table in his signature sunglasses. Next to him is YG's Yang Hyun Suk who shouts out censored names and says, "Get out." A female contestant's voice can be overheard saying, "As expected, YG was cruel."
Then, the judges continue the agency tour to Yoon Jong Shin's Mystic Entertainment. There, Yang Hyun Suk seems dissatisfied and Yoon Jong Shin describes the show as "a cruel program."
Yang Hyun Suk is ruthless with his honest criticism at a group of male trainees. At the end, his voice can be heard saying he will not choose anyone and he walks off set. Startled, Zion.T calls out, "Are you really leaving like this?"
"MIXNINE" airs on Sundays at 4:50 p.m. KST. Watch the preview below!
Yang Hyun Suk
Zion-T

redpajama_set_name: RedPajamaCommonCrawl


text:
Currently online (2): EdmundSB | Farsun | Record: 63 on 23:13:00, July 26, 2019 CET
| Details | Ministries | Political Positions | Affiliations | Election Results | Legislation | Legislative Agenda | Voting Record | Actions | Messages |
Enarekh Koinonia[?]
This page contains information about the Enarekh Koinonia.
This party is inactive.
User[?]: CCP5
Nation[?]: Mängəstä Kobura (Cobura)
Seats[?] in Crown Council[?]: 0
Color[?]:
Description[?]:
This is my Authorized Second Active Account (http://forum.particracy.net/viewtopic.php?p=106532&f=11#p106532).
My main account is here: http://classic.particracy.net/viewparty.php?partyid=26737
Enarekh Koinonia (4122 -)
Conservative Alliance
The Conservative Alliance is a political party which supports and advocates the modern traditions of Cobura including religious and ethnic pluralism, constitutional monarchy, strong relations with the Empire, and economic and military leadership in world affairs. Conservative Alliance opposes radical changes to Coburan government, society, and foreign policy. The party includes factions across the range of common ideologies, from far left to far right.
Ⲉⲑⲛⲟⲥ Ⲁⲛⲁⲥⲧⲁⲥⲓⲥ Ⲭⲓⲛⲕⲓⲙ (4086-4103)
Ethnos Anastasis Khinkim
The Movement for National Reawakening
Ⲉⲑⲛⲟⲥ Ⲁⲛⲁⲥⲧⲁⲥⲓⲥ Ⲭⲓⲛⲕⲓⲙ is a political movement to eradicate the sectarianism that has plagued the country for centuries and return to the unity and order that characterized Ancient Irkawa and Ancient Domale.
IDEOLOGY: Classical Liberalism
Anti-Federalism
Small Government
This party is not part of the national cabinet.
Ideology Position Visibility Coherency
Centralization unknown close to none perfect
Civil Rights moderate permissive limited perfect
Ecology unknown close to none perfect
Foreign Relations unknown close to none perfect
Government Responsibilities unknown close to none perfect
Market unknown close to none perfect
Military unknown close to none perfect
Morality unknown close to none perfect
Religion unknown close to none perfect
This party is a member of the following organizations:
International Olympic Committee (IOC)
History Table
Month Votes Total Votes Votes (%) Votes (%) (+) Seats Total Seats Seats (%) Seats (+)
February 4086 11,937,374 11,937,374 100.00 +100.00 75 75 100.00 +75
February 4091 11,372,230 11,372,230 100.00 +0.00 125 125 100.00 +50
February 4096 12,513,121 12,513,121 100.00 +0.00 250 250 100.00 +125
February 4101 11,778,411 11,778,411 100.00 +0.00 250 250 100.00 +0
May 4123 12,522,890 12,522,890 100.00 +0.00 250 250 100.00 +0
May 4129 12,295,984 12,351,304 99.55 -0.45 250 250 100.00 +0
Relative Graph
This graph shows the percentage of seats the party achieved in each election, relative to its maximum.
Absolute Graph
This graph shows the percentage of seats the party achieved in each election in the entire legislature.
National Graph
This graph shows the share of seats the party achieved in each election in the entire legislature, together with the share of other parties.
You can view the party's proposed bills here.
This party has to vote on the following bills:
This is the voting[?] record of the Enarekh Koinonia.
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Bill Created Voting started Vote Bill Status Result
Cabinet Proposal of September 5041 September 5041 debate
Legalization of the Jury February 4972 February 4972 defeated
Raise the Wage Act of 4972 February 4972 February 4972 defeated
Devolution Bill of 4970 September 4970 October 4970 passed
Call for early elections, September 4970 September 4970 September 4970 defeated
Cabinet Proposal of September 4970 September 4970 September 4970 defeated
Cabinet Proposal of November 4950 November 4950 November 4950 passed
Further Devolution Act November 4950 debate
Lil Yara Ministry February 4948 December 4948 defeated
All Hail the King of Kings! February 4948 February 4948 passed
Title Fix January 4943 January 4943 passed
Regional Monarchies January 4943 debate
Ratification of the The Confederacy Narikaton and Darnussia Neutrality Treaty June 4942 debate
Ordered Liberty Act February 4934 June 4941 passed
Corporate and Sales Tax Reduction Act February 4934 February 4934 passed
Title Fix June 4932 July 4932 passed
OOC: Cultural Protocols of Cobura June 4931 debate
Income tax proposal of May 4930 May 4930 May 4930 passed
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The purpose of the study was to discover through the exploration of lived experiences, the influence of noncognitive factors on college students' academic preparedness. Chapter 4 data results focused on textual categories, structural themes, and creative synthesis. Chapter 5 entails a subjective discussion of the phenomenological research findings from the data analysis and results. Chapter 5 begins with a discussion on findings surrounding textual categories such as lived experiences before k-12, lived experiences during k-12, lived experiences during college, and noncognitive factors.
Creswell (2007) reported textual descriptions are an explanation of what participants experienced in reference to the study's phenomenon. As a precursor to the structural theme findings, the textual category findings suggested what participants experienced were negative social-cultural influences related to their home environment, which may have affected their behavioral choices. This was consistent with Sanagavarapu (2008), who implied an individuals' self-regulation was a social cultural phenomenon primarily emanating from an individuals' home environment. The finding was also consistent with Jolivet (2012), who reported the primary issue with developmental vulnerability was how the child perceived his or her relationship with each parent.
The first category, lived experiences before k-12, was mainly a focus on reading experiences before the participant entered elementary school. Early educational factors such as participants' many reading experiences before they entered elementary school were an unexpected finding. A total of 69% (11 of 16) of participants were read to, primarily by their siblings or grandparents, which may suggest a lack of parental involvement. This significant finding was supported by Fewell and Deutscher (2004) who stated, "Positive changes in developmental functioning occurred only when the mothers increased their level of response during interactions with their children" (p. 133). However, the textual category finding in reference to academic preparedness was questionable because the level of response between participants and parents were not accessible.
The second category, lived experiences during k-12, entailed participants experiencing negative family issues such as a broken home, personal issues such as drinking alcohol, or making bad decisions. The significant statements made by participants supported negative aspects of their broken home, lack of family support, alcohol abuse, and possibly a deficient k-12 system. Of the at-risk factors noted in the Griffin (2008) report, the majority of participants identified having at least three negative aspects such as broken home, lack of transportation, and lack of employment for parents. Personal factors associated with this textual category such as lack of family support were suggestive of both cognitive and noncognitive underpreparedness. Participants' lack of guidance suggested one possible reason for their unfortunate choices, which also contributed to their academic underpreparedness.
The only participant who was both cognitively and noncognitively prepared for college experienced relatively few family issues or personal issues. In addition, both of his parents lived within the household during k-12. However, the most influential finding was this participants' involvement in family activities with both parents, activities with his siblings, and having to do chores. As well, this participant did not develop any personal issues such as alcoholism during adolescence or adulthood. The finding is supported by Boylan (2009) and Mathews (2010), who both acknowledged that personal factors may influence students' academic preparedness.
The study's finding was also consistent with Boylan's (2009) finding that combining cognitive (i.e., analytical skills) with noncognitive factors (i.e., affective and personal factors) may provide a means for targeted interventions for academically underprepared college students. As well, the study's findings supported by participants' significant statements implied that learning communities may help to provide a supportive collaborative environment for developmental learning. Engstrom and Tinto (2008) supported the notion that learning communities may help provide students with a feeling of belonging, which may offset their negative home experiences.
The third category, lived experiences during college, was that participants benefited academically from affective factors such as motivation and perseverance. A significant finding was participants' motivation and perseverance was beneficial to academic preparedness. Participants indicated that their determination to complete their college degree and college support services were vital. Boylan (2009) supported the notion that affective factors are just as important as cognitive skills for academic preparedness during college because noncognitive factors are an indication of how these students feel about themselves. The finding was supported by Duckworth et al.'s (2007) research findings that implied affective factors such as perseverance and temperament may be as important as cognitive skills for academic preparedness.
The fourth textual category, noncognitive factors, referred to participants' desire to learn life skills. The significant finding was that most participants implied that inspiring teachers made education fun and that creative and practical skills were just as important as cognitive skills. However, the analysis of participants' significant statements suggested that creative and practical skills (i.e., life skills) were not an integral part of their educational experience. Another finding was that participants wanted more hands on fun classroom experiences integrated as life skills training. Mathews' (2010) finding that students desire fun assignments with recognition of their hard work is consistent with this finding.
Using the previously mentioned textual categories was partially helpful in discovering structural themes. Giorgi (1985) described structural themes as building the structure of participants' experience within the phenomenon. In this study, the structure of the phenomenon was built by using the research sub-questions as a guide and iterative readings of every invariant constitute within textual categories.
The findings for structural themes positive experiences, informing of available services, and guidance for career planning were confounding themes but suggestive of a lack of institutional cohesiveness at Northern New Mexico College (NNMC). Findings from these structural themes were suggestive that although participants indicated mainly positive experiences at NNMC, they were not informed of available services or guidance for career planning at the admissions counter. The recommendation is to connect every curriculum with student support services, which may result in better communication at the admissions counter. Levin et al. (2010) recommended that colleges connect every curriculum offered to students with student support services. This aspect of institutional cohesiveness is consistent with this study's finding.
The findings for the structural themes parental involvement and teacher involvement were suggestive of negative influence on college students' academic preparedness. One way to counteract this at the college level may involve providing part-time faculty with full benefits, which would acknowledge that they contribute toward participants' academic preparedness. This recommendation is consistent with Levin et al.'s (2010) suggestion that providing full benefits to part-time faculty may increase cooperation between program personnel. Providing internships for k-12 students and invitations to parents of k-12 students to attend program events would help develop linkages and relationships with external parties for improving students' academic preparedness.
The findings for the structural themes behavioral choices, commonalities, and implicit complex structures illustrated how personal factors may hinder participants' academic preparedness. By including personal factors with cognitive factors during the academic assessment of new students, academic advisors can appropriately target student interventions, which is consistent with Boylan (2009). As suggested by Griffin (2008), underprepared students may need an encouraging academic environment to prepare them academically and to promote their self worth. The federally funded link courses at NNMC addressed concerns in the Griffin study but expanding this as a campus wide model using an instructional specialist with a committee of students as constituents may also provide consistency. Providing curriculum consistency is consistent with Levin et al.'s (2010) finding that instructional specialist improved communication between programs with a committee of constituents (i.e., students).
The findings for structural themes confidence/self esteem, perseverance/determination, and convergent perspective showed how noncognitive factors may become a positive influence on students' ability to continue their degree aspirations. This is consistent with Cunha and Heckman (2008) suggestion that noncognitive factors are more malleable at later ages than cognitive factors, which according to Bailey (2009) may account for minimal degree attainment results using only cognitive training within developmental education. For these participants, noncognitive skills were as important as cognitive skills for obtaining a better return on investment (ROI) within developmental education. This is also consistent with the Cunha and Heckman (2008) model in which adolescence and adulthood become critical developmental periods for obtaining better ROI using noncognitive factors for developmental education.
The findings for the structural themes academic activities, broken bridge, divergent perspective, and self-control were suggestive of ways noncognitive skill factors such as creative and practical skills have a positive influence on the academic preparedness of underprepared college students. Participants may need to learn life skills such as creative skills and practical skills integrated with cognitive skills to successfully accomplish their dreams and develop self-control. This finding is consistent with Sternberg's (2008) contention that a set of integrated skills are necessary for individuals to become successful in obtaining their goals. Thematic findings suggested there is a disconnection between cognitive skills and noncognitive skills and the need for public educational leadership to acknowledge the equal importance of noncognitive skills, which is consistent with both Heckman (2008) and Weel (2008). These findings and previously mentioned findings provided insight into participants' cognitive and noncognitive academic preparedness.
The data results indicated that most participants in this study were both noncognitively underprepared as well as cognitively underprepared. Within the creative synthesis findings, four cognitive/noncognitive distinctions were useful toward understanding participants' academic preparedness and underpreparedness by using cognitive and noncognitive distinctions to better understand the implicit complex structure inherent within the phenomenon. These cognitive and noncognitive distinctions may enhance the positive aspects of academic underprepared students within learning communities as well as providing them with a sense of belonging. Engstrom and Tinto (2008) suggested a sense of belonging can result from educational institutions integrating developmental education into the mainstream to avoid marginalizing these students by separating them from the mainstream. Further, Hand and Payne (2008) suggested providing emotional support through a network of relationships may play an important role in academic persistence; the latter can be enhanced through outreach programs that address the four cognitive/noncognitive distinctions.
John revealed by his behavior during the interview and his interview responses that he may possess good cognitive and noncognitive skills. John noted that he often helped other students as an informal unpaid mentor. Innovations linking below college level courses and college level courses should address the presence of this type of student, not to separate the student, but to allow this student to work as a paid informal student mentor. This finding was supported by Ramirez (2009), who considered mentoring as synonymous with nurturing and tutoring and vital for programs and institutional practices. As part of institutional practice, outreach activities may offer faculty training to understand the dynamics of different types of academic underpreparedness as well as provide stipends for students acting as informal mentors.
Participants Frank and Tanya were in the cognitively prepared and noncognitively underprepared category, and they may become good basic skill mentors. However, they may need additional training with self-regulation to assist them toward their goals. This finding was consistent with Vukman and Licardo (2010), who advocated using self-regulation to find alternatives when encountering obstacles to one's goals. Berger (2011) implied interventions focused on self-regulation such as setting goals, monitoring self progress, and note taking were a form of self-regulated learning in which learners become aware of their limitations and strengths and become proactive in their learning. Innovative institutional outreach may provide Frank and Tanya with an improved ability to make behavioral choices, set goals, and monitor self progress.
The four participants (i.e., Jane, Henry, Lydia, and Phil) in this cognitively underprepared and noncognitively prepared category may need cognitive improvement. However, focusing merely on cognitive improvement was found to be ineffective within the literature review. Heckman (2008) revealed cognitive improvement alone was largely ineffective for adults because of low cognitive brain malleability during late adolescence and adulthood, which may indicate a need for outreach training in metacognitive skills. Metacognitive skills are a way for students with low cognitive intelligence quotient (IQ) to compensate and become academically prepared (Dunlosky & Metcalfe, 2009). Innovative institutional outreach may provide these four students with stipends as an informal noncognitive skills mentor.
Most of the participants were in the cognitive underprepared and noncognitive underprepared category. Seven or 78% of the nine participants in this category reported family issues such as a broken home and alcoholism. The participants' statements and the literature review suggested personal issues contributed to inconsistent actions and lack of goal setting during the k-12 experience. Morisano and Shore (2010) implied self-regulation may provide the basis for persistent action and further implicated personal goal setting as a direct engagement to address academic underpreparedness. Developmental outreach programs may need to focus on students' self-regulation skills, metacognitive skills, and cognitive skills, as these skills provide a foundation for academic preparedness.
However, the cognitive underprepared/noncognitive underprepared category may represent the most challenging level of academic underpreparedness and developmental outreach programs may need to find other solutions as well. Students who are classified within this category may require Blair and Diamond's (2008) alternative perspective, which views self-regulation as a balance between cognitive control and emotional arousal, suggesting students' awareness of optimal balance may improve their academic preparedness. Developmental outreach programs should consider the self-regulated learning strategies recommended by Vukman and Licardo which include planning, monitoring, regulation, reflection, and linking to academic achievement outcomes.
Vulman and Licardo (2010) argued self-regulation of metacognitive skills was an important indicator of academic preparedness. The formation of these noncognitive auxiliary skills may become the solution for improving developmental education, as these skills are malleable during adulthood and late adolescents. This is consistent with Heckman (2008), Cunha and Heckman (2008; 2009) and Vygotsky (1978), who advocated auxiliary skills were the formation of abilities such as controlling behavioral impulses and the ability to plan. Figure 2 provides a subjective illustration of noncognitive influences on participants' self-regulation (i.e., control of thoughts, attention, and actions) and their metacognitive skill (i.e., an ability to plan for the future).
For this portion of the study, answering the central research question provided an understanding of the ways noncognitive factors in four noncognitive areas affected participants' academic preparedness. The central research question was: in what ways do noncognitive factors influence the preparedness of academically underprepared students at Northern New Mexico College? Each noncognitive area from the Figure 1 model in chapter 1 was essential for understanding the relationship between the central research question and the four noncognitive factors: personal factors, early educational factors, affective factors, and noncognitive skill factors. Five research sub-questions were useful toward discovering the influence of these four noncognitive areas.
The question of how do academically underprepared college students perceive their college lived experience was essential to start the process of understanding the phenomenon of academic underpreparedness. This initial question allowed the participants to become comfortable talking freely about their thoughts concerning their experiences at NNMC. However, under probing, many participants perceived negative experiences with the admissions staff when they enrolled. These negative experiences revealed that admissions personnel at NNMC were in many instances rude to enrolling students and made them feel awkward for merely asking questions, which may be a symptom resulting from a lack of institutional cohesiveness. However, most participants perceived their college experience as positive primarily as a result of student support services that included link courses, also known as the bridge program.
The second research sub-question: how do academically underprepared college students perceive their lived experience related to early educational factors before and during k-12, had a primary focus on early educational factors before college. Most participants perceived their early educational experiences as a mixed perception of receiving attention from some family members but not necessarily from their parents. Participant's perception of school during this early education period before college was of having some helpful and inspiring teachers but these experiences were sporadic. Most academically underprepared college students perceive early educational factors before and during k-12 as a negative experience in which broken homes, family issues, and poor decision-making were common. The majority of negative experiences were the result of personal factors explored in the third research sub-question.
For the third research sub-question concerning how do academically underprepared students in college describe lived experience related to personal factors that may help or hinder their educational experiences, participants described many commonalities of negative family issues and personal issues. Nine (i.e., 56%) participants did not enjoy their school experience or their home life experience and many of these participants developed negative behaviors such as alcohol usage and skipping school. The remaining seven (i.e., 44%) participants perceived some aspects of school or home life as an enjoyable experience but many of these participants still developed negative personal issues such as drinking alcohol or marrying an alcoholic spouse. In this study, most participants described personal factors as hindering rather than helping their educational aspirations. Conversely, the same participants provided a different perspective with regard to the fourth research sub-question.
The fourth research sub-question was in what ways do academically underprepared college students describe lived experience related to affective factors such as overcoming the challenges they face in obtaining a college degree? With the help of financial aid and link courses, participants described their motivation and determination to obtain a college degree as an attitude of not to be denied, no matter what occurred in their life. Participants described that they wanted to feel a sense of self esteem through personal accomplishment and to feel good about themselves. To answer the question academically underprepared college students described the confidence that a new found maturity of self-control and financial aid provides when obtaining a college degree.
The fifth research sub-question concerning what influences do creativity and practical skills have on participants' lived experience related to their academic preparedness, was suggestive of more positive influences than lecture alone. Most of the participants recognized the important influence of creativity and practical skills combined with cognitive skills. Creative and practical skills influence life skills and make education fun; the academic preparedness of underprepared college students may become enhanced by these skills. However, one participant described skills such as creativity and practical skills as not important because they were not part of the educational system and therefore not needed to complete a college degree. Answering the five research sub-questions was a method for addressing the central research question and satisfying the purpose of the study.
The purpose of the study was to discover, through the exploration of lived experiences, the influence of noncognitive factors on college students' academic preparedness. The results of this study may provide educational leaders with a better understanding of academic preparedness for underprepared college students. In the past, cognitive skill testing was at the heart of an attempt to provide educational opportunities in the United States for every individual (Jackson, 2007). However, Lindqvist and Vestman (2011) noted that diverse gender and ethnic populations of students may benefit more by focusing on their noncognitive skills rather than on their cognitive skills. Exploring the ways noncognitive factors may shape cognitive skills is significant to community college leadership for developing support systems to better assist students' academic preparedness.
Jurgens (2010) reported nearly 50% of the graduates from 4-year institutions are students beginning their educational aspirations through community colleges. To improve the promise of community colleges and of developmental programs associated with these colleges, educational leadership must consider the importance of noncognitive factors in relation to self-regulation, metacognition, and cognitive skills. Educational leadership may need to refocus efforts so that community colleges use current knowledge of noncognitive factors for interventions, curriculum consistency, and academic preparedness standards.
The research findings were only generalizable to other colleges that have similar diverse ethnic populations of academically underprepared college students. Subjective bias may affect the research findings. To mitigate possible bias, the researcher disclosed potential bias with the phenomenon of academic underpreparedness and used participants' significant statements to verify subjective results and findings. In addition, the small sample size of 16 underprepared college participants was a limitation.
While metacognition studies concerning executive functions such as self-regulation and metacognitive functioning corroborates the importance of recognizing a disregulated emotional system (Crooks & Kirkland, 2010), these research studies do not elaborate on external forces influencing the disregulated emotional system. Sitzmann and Ely (2011) noted self-regulation as the most essential adult asset for enabling effective functioning in personal lives, workforce, and higher education. However, researchers primarily focused on individuals with disabilities in the investigation of this aspect of executive control and neglected the general adult population (Garner, 2009). Although the current study was not generalizable to the larger population, the study was an important step toward establishing ways that noncognitive factors may influence students' disregulated emotional system, thereby influencing their academic preparedness.
In this study, one major research implication was the influence of noncognitive factors seen from Vygotsky's developmental law in which social-cultural experiences through intertwining constructs of self-regulation and metacognition have an implicit influence on college students' academic preparedness. The current research focusing on four noncognitive areas suggested these factors may influence students' self-regulation and metacognition, thereby influencing their academic preparedness. Educators may use noncognitive skills training to produce a better ROI than solely investing in building cognitive skills for adolescent and adult college students (Cunha & Heckman, 2009).
Another major research implication was that studies of noncognitive factor may become a focus for improving education. The current political trend toward measuring only students' cognitive skills suggests an incomplete understanding of the importance of noncognitive factors, especially concerning academic underprepared college students. Sternberg (2008), a noted educational psychologist, argued the change of focusing on noncognitive factors can occur without lowering academic preparedness standards.
Based on textual categories, structural themes, and creative synthesis, the first recommendation is to make learning enjoyable with less focus on lecturing while demonstrating practical, creative, and cognitive skills to develop life skills. Mathews (2010) reported students exhibited apathetic behaviors when a lack of hands-on activities and a lack of personal support were evident in the classroom. The current exploratory study revealed these noncognitive factors may have an integral and implicit complex structure of influence on academic preparedness.
The second recommendation entails providing self-regulation knowledge support for every student, as this may improve students' metacognitive planning skills and thereby improve their academic preparedness. According to Vukman and Licardo (2009), self-regulation of metacognitive skills is an important indicator of academic preparedness. Dunlosky and Metcalfe (2009) suggested students with a low IQ may compensate and become academically prepared through their metacognitive skills. Leadership in education may increase retention rates as well as improve the learning potential of every student by making him or her aware of his or her self-regulation and metacognitive abilities and training them to improve on these abilities.
The third recommendation entails providing college support services for every student, whether they seem to need it or not as a way to greet every student with a supportive and cohesive education atmosphere. Some students who did not know anyone at NNMC or did not identify as having a learning disability had a difficult time finding support at the beginning of his or her college education. In brief, NNMC offers many helpful college support services but apparently this information is not shared with the whole student population at the admissions counter during enrollment. Rather than community colleges applying for grants to provide college support services, community colleges may need to receive this funding without applying, as a regular part of providing educational college support services for the entire student population. Bailey (2009) noted both academically prepared and academically unprepared students have difficulty with their classes and recommended eliminating the misguided developmental distinction by providing assistance for every student.
Additionally, Morisano and Shore (2010) argued basing education on cognitive IQ scores may exclude gifted underachieving students. According to Morisano and Shore, gifted underachievers rely on nonacademic abilities such as creativity and intrinsic motivation. Noncognitive factors, when included with cognitive factors, may not only help gifted underachievers and academically underprepared college students but may also inform an out-of-date U.S. public educational policy.
Future research directions may include researchers developing studies on noncognitive theory to update an out-of-date cognitive g-factor theory that continues as the current foundation for U.S. public education policy. Weel (2008) noted that cognitive skills based on IQ have one underlying aspect known as g-factor. Additional qualitative studies may provide another viewpoint to connect the many processes of noncognitive factors in one theoretical model. A quantitative study of the ways noncognitive areas jointly influence academic preparedness may also be needed.
Just as the Binet questionnaire became the foundation for IQ testing, noncognitive questionnaires can become the foundation for new cognitive/noncognitive life skills tests that consider both noncognitive and cognitive factors. The possibility of using noncognitive factors combined with cognitive factors as the foundation for U.S. public education policy may require future research to deal with the ever-growing population of underprepared adolescents and adults entering college. Huffman (2009) noted a potential loss in the trillions of dollars when comparing the U.S. educational system to educational systems in top-performing countries such as Finland and Singapore. Bailey (2009) noted "developmental education as it is now practiced is not very effective in overcoming academic weaknesses" (p. 12).
The premise that many noncognitive areas may influence students' self-regulation and therefore their metacognitive skills may require further study. Cunha and Heckman (2009) noted noncognitive factors are more malleable in late adolescence and adulthood than cognitive factors, which are more malleable in childhood. Research into how noncognitive factors effect self-regulation and metacognitive skills among the developmental periods of late adolescence and adults could benefit from future research, as self-regulation and metacognition may help academic underprepared college students compensate for low IQ.
In summary, textual category 1, lived experiences before k-12, finding suggested a lack of parental involvement, but in reference to academic preparedness was questionable because the level of response between participants and parents were not accessible. Textual category 2, lived experiences during k-12, finding was a focus on personal factors such as lack of family support to suggest one possible reason for participants' unfortunate choices, which also contributed to their academic underpreparedness. Textual category 3, lived experiences during college, finding was that participants' motivation and perseverance was beneficial to their academic preparedness. Textual category 4, noncognitive factors, finding was that most participants suggested inspiring teachers made education fun and that creative and practical skills were just as important as cognitive skills but were not an integral part of their educational experience.
Structural themes 1, positive experiences, informing of available services, and guidance for career planning, finding was suggestive of a lack of institutional cohesiveness between instructional programs, student support services, and admissions counter personnel. Structural themes 2, parental involvement and teacher involvement, finding was suggestive of a lack of linkages and relationships between teachers and parents for improving students' academic preparedness. Structural themes 3, behavioral choices, commonalities, and implicit complex structures, finding was suggestive of the ways that personal factors may hinder participants' academic preparedness with recommendations to ensure promoting their self-confidence as well as providing curriculum consistency. Structural themes 4, confidence/self esteem, perseverance/determination, and convergent perspective, finding was suggestive that noncognitive skill formation was just as important as cognitive skill formation in obtaining a better ROI within developmental education. Structural themes 5, academic activities, broken bridge, divergent perspective, and self-control, finding was suggestive of the ways noncognitive skill factors such as creative and practical skills have a positive influence on the academic preparedness of underprepared college students.
The textual categories and structural themes were vital toward discovering cognitive/noncognitive distinctions. The cognitively underprepared/noncognitively underprepared distinction included the majority of participants. This distinction finding suggested developmental programs may need to include more of students' noncognitive skills such as creative skills, practical skills, and knowledge of their self-regulation skills as well as their metacognitive skills than focusing on cognitive skills alone.
Textual categories and structural themes were also vital toward answering the five research sub-questions. The first research sub-question was how do academically underprepared college students perceive their college lived experience? Positive experiences were the initial perception of most participants' college experience. However, under probing, participants remembered that the admission personnel did not inform them of available services or about guidance for career planning. Instead, the participants lived experience about this information came later through their conversations with friends and teachers.
The second research sub-question was: how do academically underprepared college students perceive their lived experience related to early educational factors before and during k-12? In essence, many of the participants' perceived early educational factors before k-12 as chaotic with much strife between their parents. However, the majority of them were read to but not by their parents but by their siblings or grandparents. Academically underprepared college students perceived early educational factors during k-12 as equally chaotic with sporadic positive lived experiences.
The third research sub-question was: how do academically underprepared students in college describe lived experience related to personal factors that may help or hinder their educational experiences? For this question, personal factors were integrated with interpretive phenomenological analysis, which provided a vast source of participants' commonalities through their direct quotes focusing on family issues and personal issues. For the most, participants described the noncognitive area of personal factors in their lived experience as hindering their educational experiences.
The fourth research sub-question was: in what ways do academically underprepared college students describe lived experience related to affective factors such as overcoming the challenges they face in obtaining a college degree? Participants described their challenges within a combination of affective factors such as perseverance and motivation combined with student support services to enhance participants' academic preparedness. They also described their current lived experience in college with an increased confidence in their chances of obtaining a college degree.
The fifth research sub-question was: what influences do creativity and practical skills have on participants' lived experience related to their academic preparedness? Fun was a terminology found throughout participants' description in association with creativity and practical skills. In this study, underprepared college students suggested creativity and practical skills have a positive effect on their lived experiences and academic preparedness.
In mention to the four noncognitive areas found in the Figure 1 model, the study findings show that early educational factors were not consequential because the amount of interactions between parents and participants were not accessible. In reference to personal factors, this area was a commonality in participants' cognitive and noncognitive lived experiences and had a negative effect on most participants' academic preparedness. Affective factors were helpful toward participants' academic preparedness when converging with college support services. Noncognitive skill factors were vital for academic preparedness; however because they are not part of educational measures, this noncognitive area was a divergent factor.
The four areas of noncognitive factors found in Figure 1 were vital toward discovering cognitive/noncognitive distinctions, which provides researchers and educational leadership with information on ways to reform educational practice. Levin et al. (2010) argued reforming educational practice in community colleges may require a new way of organizing the educational experiences of students, faculty, administrators, and staff. The findings from the current study support Boylan (2009), who argued developmental education may need to expand cognitive assessments to include affective and personal factors. The current study also supports Sternberg (2008), who argued for a broader spectrum of abilities such as creative and practical skills, as part of students' educational life skills training.
The research results indicate noncognitive factors influence college students' academic preparedness in a variety of complex ways. Research limitations as well as research implications, research recommendations, and suggestions for future research were also discussed. This study added to the body of knowledge and understanding of the influence of noncognitive factors on academic preparedness.
The only other study found using different areas of noncognitive factors is Boylan's (2009) study, which advocated affective factors and personal factors become part of cognitive assessment during admissions. This study expanded on that study and four other studies by exploring four areas of noncognitive factors and discovered some of the ways that participants' self-regulation and metacognition were potentially influenced. Heath (2008) implied using the imagination can be an indispensable method for understanding the experiences of other individuals. This exploratory study focused on the influences of noncognitive factors on college students' academic preparedness from the academically underprepared college student's perspective.


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Bishop Saenz chosen to deliver sermon during 2020 General Conference in Minneapolis
Bishop Ruben Saenz Jr. will get his largest congregation yet during the 2020 General Conference in Minneapolis.
The episcopal leader of the Great Plains Conference has been chosen to give the sermon on the morning of May 8.
Bishop Ruben Saenz Jr. delivers a sermon at the Great Plains Annual Conference in 2017. File photo by Todd Seifert
"It'll take a lot of prayer and a lot of reflection and a lot of time," Bishop Saenz said, "and a lot of drafts and restarts."
The bishop was chosen by the General Conference worship committee, one of several bishops chosen to give the sermons.
Each sermon is supposed to follow the conference theme of "… and know that I am God …," with a different preface for each sermon. Bishop Saenz was given the theme of "Trust … and know that I am God."
Bishop Saenz said he was given no other criteria for his sermon, except that he needs to select one or two other bishops, outside of his own jurisdiction, to serve as a sounding board for the sermon's content, "so I can hear how it sounds in other contexts," he said.
"I'm not going to be preaching to my annual conference, who I know fairly well. I know my audience," the bishop said. "When you're preaching at a General Conference, you have a worldwide audience. There's people that hear things differently in their context. By having a partner to bounce off ideas and help with the sermon, it will make the sermon much more transcendent and much more relevant for the whole church, which is extremely diverse and contextually diverse."
Bishop Saenz said he recognizes the importance and honor of being asked to preach a sermon at General Conference.
"It's not just from the Bible to the page to the people," he said. "There's so much that needs to be taken into consideration that speaks to the hearts and minds of the people in a way that's going to open up the possibility for transformation for God to do something."
Contact David Burke, communications content specialist, at dburke@greatplainsumc.org.


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A regular feature of the club's activities.
Throughout the 'season' we attend many local car rallies or shows with a display of member's classic cars.
Regular venues include Killerton House and Abbey Hill Rally at Yeovil. Others shows at Tedburn St Mary or Honiton Hill Rally. The Spring VSCC Wiscombe Hill Climb is another popular club stand event.


New Delhi: Indian Railways has made a profit of more than Rs300 crore alone from its Tatkal scheme of passengers reservation this year.
"The Railways earned Rs356 crore from its Tatkal scheme this year (October 2008). The profit is expected to go up," a senior ministry official said.
The Tatkal (immediate) scheme of reservation was launched by Railways a couple of years back. Under the scheme, passengers can book their tickets five days in advance from the date of boarding by paying additional charges.
In 2006-07, railways earned a Rs207 crore profit as compared to Rs396 crore in 2007-08 from the scheme.
According to officials, Tatkal booking opens at 8am on five days before of actual date of journey excluding date of the journey.
The ministry, apparently happy with the outcome of the scheme is also planning to make service more user-friendly.
"The ministry is also considering to extend the number of counters which issue Tatkal tickets, at major stations. It is also considering to open such counters at different other locations," the official said.
The Railway has recently relaxed proof of identity of the passenger seeking reservation under Tatkal scheme neither at the time of booking nor during the journey.
"For tickets booked through the internet using railways website or private portals, a passenger has to carry one of the five identity proofs authorised by the railways ministry while travelling," he said.