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Text:Time management—how we choose to use and organize our time—is something many of us struggle with. Effective time management allows us to make the most of our day, accomplishing tasks more quickly and prioritizing those that will make the most impact. 
Different people need different effective time management strategies. If you’re a graduate student, you may choose to manage your time in a different way than someone who is a working mother. If you’re a visual person, you may prefer a color-coded calendar over a written to do list.
Figuring out a process that works for you, whatever that may be, is key to creating your most efficient life. To help you improve poor time management, we’ve explored nine popular techniques, from the 80/20 rule to the “eat that frog” method. We’ve outlined what they are, how to implement them, and the types of people who most benefit from them. And, check out our infographic below that includes a flowchart to help you decide which time management process will work the best for you. 
9 Types of Time Management Techniques
Achieving work life balance is possible with effective time management. Learning time management tips will not only help you manage your time better but also boost personal productivity. With that said, here are some time management strategies you can try:
1. Pareto Analysis (a.k.a., the 80/20 rule)
The 80/20 rule is a technique created by the Italian economist Vilfredo Pareto. It’s the idea that 20% of actions are responsible for 80% of outcomes. The goal of Pareto analysis is to help you prioritize tasks that are most effective at solving problems.
How it works:

List some of the problems you are facing. For example, maybe your grades are slipping.
Identify the root cause of each problem. Maybe your grades are slipping because you spend too much time on social media or any other sort of distraction.
Assign a score to each problem: Assign higher numbers to more important problems 
Group problems together by cause: Group together all the problems caused by spending too much time on social media. 
Add up the score of each group: The group with the highest score is the issue you should work on first. 
Take action.

Types of people who will benefit from Pareto Analysis:

Problem solvers
Analytical thinkers

2. Pomodoro Technique
The Pomodoro Technique was created by entrepreneur and author Francesco Cirillo. This technique uses a timer to break down your work into intervals. Each interval is known as a Pomodoro, named after the tomato-shaped timer that Cirillo created. 
How it works:

Choose a task you need to get done. 
Set a timer (e.g., for 25 mins).
Focus on the task at hand.
When the timer rings, put a checkmark on a piece of paper.
Take a short break: Take a break for about three to five minutes. Go for a walk, grab a cup of coffee, do something non-work-related to give your brain a break.
Repeat steps two to five: Once you have completed this process four times, you can begin to take longer breaks (20–30 mins).

Types of people that will benefit from the Pomodoro Technique:

Creative thinkers
Those who feel burnt out from work/school

The Pomodoro technique doesn’t just teach your time management; it also teaches you in setting goals and how to achieve them. You’ll be able to better stick to your daily schedule and weekly schedule.
3. Eisenhower Matrix
Before Dwight Eisenhower became president in 1953, he served in the U.S. Army as an Allied Forces Commander during World War II. He was faced with difficult decisions every day that led him to invent what is now called the Eisenhower matrix, or the urgent-important matrix.
How it works:
Organize your task list into four separate quadrants, sorting them by important vs. unimportant and urgent vs. not urgent, as shown in the graphic below. Urgent tasks are those we feel need to get done immediately. Important tasks are those that contribute to your long term goals or values. Ideally, you should only work on tasks in the top two quadrants—the other tasks, you should delegate or delete.
 
Types of people who will benefit from the Eisenhower Matrix:

People in leadership positions
Critical thinkers

4. Parkinson’s Law
British historian Cyril Northcote Parkinson became famous for the phrase “work expands so as to fill the time available for its completion.” In other words, the amount of time you give yourself to complete a specific task is the amount of time it will take you to complete that task.
How it works:
This is not a time management technique per se. It’s a law that, when understood, can be applied as one of the most beneficial time management methods out there—but you will have to put in the work. That means working more efficiently in shorter bursts of time. Here are some time management tips:

Try working without a computer charger. This will force you to finish a project before your computer dies. 
Get it done early. Instead of finishing an essay by midnight, try to get it done by noon. 
Set a deadline. Give yourself a set time to do something—and then cut it in half.
Limit time for tasks. Give yourself only 20 minutes in the morning to answer emails.

Types of people this works for:

Procrastinators
People who work well under pressure

5. Time Blocking Method
Inventor Elon Musk is known for being productive. He manages his time so efficiently that he can work over 80 hours a week and still make time for himself. What’s his secret? Time blocking.
How it works:
From the moment you wake up, assign each time block in your day to a task. These tasks can be anything from eating breakfast to studying for a test. Below are the steps Elon Musk uses to block his time: 

Divide a piece of paper into two columns. On the left, write down each hour of the day and create blocks of time such as half-hour or hour chunks. 
Estimate the time it’s going to take to complete each of your tasks and fit them into your time blocks. 
Add buffer times in between each time block to allow for adjustments during the day.

Types of people this works for:

Working students or parents
Analytical thinkers

6. Getting Things Done (GTD) Method
Created by author David Allen, this process helps you get things done by recording tasks on paper and then breaking them down into actionable work items.
How it works:

Capture the actions that have your attention: These actions are tasks that can relate to anything from work to school to your personal life. 
Clarify what they mean: Decide whether the tasks that have your attention are actionable or not. If an item is not actionable, ignore it for now. If the item is actionable, do it, delegate it, or set it aside. 
Organize your actions: Prioritize your to do list according to what you need to get done when.
Reflect: Review your list of actions frequently to determine your next priority. Cross off tasks you have accomplished and update your list.
Engage: Take the actions or smaller tasks you can complete right now.

Types of people who will benefit from the GTD method:

People who struggle to focus on one thing at a time
People who feel overwhelmed in their daily lives

7. Rapid Planning Method (RPM)
“RPM” stands for “rapid planning method” or “result, purpose, and massive action plan.” It was developed by motivational speaker Tony Robbins as a way to train your brain to focus on a vision of what you want so you can make it real.
How it works:

Capturing: Write down all the tasks you need to accomplish this week. 
Chunking: “Chunk” your tasks together by commonalities. Which items are personal? School-related? Career-focused?
Create your own RPM blocks: On the top of a new sheet of paper, make three columns: the task, the result you want from completing that task, and your purpose for completing it. Next, list the actions you can take to get there.
Create an empowering role for yourself: If you’re a student, you might call yourself the “Study Queen.” Anything that will get you jazzed about completing your goal.

Types of people who will benefit from the RPM:

Working students or parents
People who have long-term goals

8. Pickle Jar Theory
This theory helps you figure out what is useful and what is not useful in your daily life. It allows you to plan tasks with time to spare and set priorities for your day.
How it works:
Imagine a pickle jar full of sand, pebbles, and rocks. The sand is at the bottom and the rocks sit at the top.  

The sand: This represents disrupting elements of your day, such as phone calls, text messages, emails, social media, etc.
The pebbles: This represents tasks that need to be completed, but can be done on another day or by someone else.
The rocks: These are the most important tasks that need to get done today.

Begin by thinking about how your tasks for the day would fit into the above categories. Then make a task list starting with the rocks and ending with sand (if time permits). Include an honest time estimate next to each. Try not to plan more than six hours of an eight-hour working day. This will leave buffer time for the pebbles and sand.
Types of people who will benefit from the Pickle Jar theory:

Visual people
Concrete thinkers

9. Eat That Frog Technique
This technique is named after a Mark Twain quote: “Eat a live frog the first thing in the morning and nothing worse will happen to you the rest of the day.” Start your day by doing the most onerous tasks first and getting them out of the way.
How it works:

Get clear on a goal. What do you want to achieve most? 
Write it down. 
Set a deadline.  
Compile a list of things you need to do to achieve your goal. 
Organize this list in order of priority. The most important items are probably the most difficult. These are your “frogs.”  
Take action. If you have more than one frog on your plate, eat the nastiest one first.
Repeat this cycle every day so that you’re always doing something that will push you toward your goal.

Types of people who will benefit from the Eat That Frog technique:

Abstract thinkers
People with long-term goals


Choosing a Time Management Technique That Works for You
Whether you’re a full-time student, a working student or a parent going back to school, better time management skills are vital to living a balanced life. If you have a habit of leaving things until the last minute, try using Parkinson’s Law or the eat that frog method. If you have a hard time focusing on the task at hand, try the Pomodoro technique of working more intensely in short intervals.
Mastering time management will set you up for success in all areas of your life and will help you avoid test anxiety when finals roll around. At USAHS, we emphasize supporting our students in their personal and professional lives. We help you develop the tools and additional resources you need to succeed in our graduate degree programs.

Edited -- Achieving work life balance is possible with effective time management. Learning time management tips will not only help you manage your time better but also boost personal productivity. With that said, here are some time management strategies you can try:
1. Pareto Analysis (a.k.a., the 80/20 rule)
The 80/20 rule is a technique created by the Italian economist Vilfredo Pareto. It’s the idea that 20% of actions are responsible for 80% of outcomes. The goal of Pareto analysis is to help you prioritize tasks that are most effective at solving problems.
2. Pomodoro Technique
The Pomodoro Technique was created by entrepreneur and author Francesco Cirillo. This technique uses a timer to break down your work into intervals. Each interval is known as a Pomodoro, named after the tomato-shaped timer that Cirillo created. 
3. Eisenhower Matrix
Before Dwight Eisenhower became president in 1953, he served in the U.S. Army as an Allied Forces Commander during World War II. He was faced with difficult decisions every day that led him to invent what is now called the Eisenhower matrix, or the urgent-important matrix.
4. Parkinson’s Law
British historian Cyril Northcote Parkinson became famous for the phrase “work expands so as to fill the time available for its completion.” In other words, the amount of time you give yourself to complete a specific task is the amount of time it will take you to complete that task.
5. Time Blocking Method
Inventor Elon Musk is known for being productive. He manages his time so efficiently that he can work over 80 hours a week and still make time for himself. What’s his secret? Time blocking.
6. Getting Things Done (GTD) Method
Created by author David Allen, this process helps you get things done by recording tasks on paper and then breaking them down into actionable work items.
7. Rapid Planning Method (RPM)
“RPM” stands for “rapid planning method” or “result, purpose, and massive action plan.” It was developed by motivational speaker Tony Robbins as a way to train your brain to focus on a vision of what you want so you can make it real.
8. Pickle Jar Theory
This theory helps you figure out what is useful and what is not useful in your daily life. It allows you to plan tasks with time to spare and set priorities for your day.
9. Eat That Frog Technique
This technique is named after a Mark Twain quote: “Eat a live frog the first thing in the morning and nothing worse will happen to you the rest of the day.” Start your day by doing the most onerous tasks first and getting them out of the way.

Natural resources are the raw materials and sources of energy that we use. Petrol, metals, soil, sand, wind, water, and everything in between are natural resources. Manufactured items such as plastic, sheet metal, fabrics, microchips, electricity and concrete are not natural resources, but are most definitely derived from natural resources.
Natural resources are the raw materials and sources of energy that we use.
Petrol, metals, soil, sand, wind, water and everything in between are natural resources. Manufactured items such as plastic, sheet metal, fabrics, microchips, electricity and concrete are not natural resources, but are most definitely derived from natural resources.
Think about the relationship between natural resources and manufactured products. In essence, we call them “natural” resources because they are things human society uses that are created (or were created in the case of fossil fuels) without human intervention.
Perpetually Renewable Resources
Perpetually renewable resources are the easiest resources to understand; these are natural resources that are constantly replenished by the Sun’s and Earth’s natural processes. For example, every day the sun delivers an average of 198 Watts of energy to every square meter (m
) of the Earth’s surface. For comparison a standard incandescent light bulb in a bedside lamp uses 40 Watts, or a 100kg person climbing a step in 2 seconds uses roughly 200 Watts. Every day without fail for the last 5 billion years (plus or minus a few hundred million years) the Sun has delivered this solar energy.
 
Together with geothermal energy (heat from the Earth’s interior), the Sun’s perpetual energy powers the winds, ocean currents, precipitation and most of the Earth’s plant life. Solar and geothermal natural resources currently energise a significant and growing percentage of many nations’ electrical grids. It is perpetually renewable in the sense that no matter how much we use in terms of human time-scales (e.g decades to millennia), the Sun and the Earth will always make more.
 
Intermediate Renewable Resources
Intermediate renewable resources are only renewable resources if we don’t use them too quickly. They are resources such as freshwater, soil, crops and trees for timber. If we didn’t use them, they would be perpetually renewable, but because they require time (on human time-scales) to regenerate or grow, we can overuse them until they are no longer available.
 
Freshwater is a great example of an intermediate renewable resource. Through the water cycle, the sun evaporates water from the surface of saltwater oceans that travels over land and falls back to earth as freshwater rain. This rain fills the lakes, rivers and aquifers we use for agriculture, industry and drinking water. If we use this freshwater at the same rate as the rain recharging it, then we won’t run out. If we use the freshwater faster than it recharges, then we will. Intermediate renewable resources must be carefully managed to ensure they are not depleted.
 
Non-renewable Resources
The last category of natural resources are the non-renewables. These are resources that will not regenerate on human time-scales. Once they have been depleted they will no longer be available and no more will be made. The most common examples of non-renewable resources are fossil fuels, so-called because most were created by processes that take millions of years. Fossil fuels include crude oil, natural gas, coal and uranium. Other non-renewable resources include metals, lithium and rare-Earth elements (REE’s), but it’s important to remember that while we may eventually run out of mineable metals and REE’s, with careful waste management, these can be recovered through recycling. However, it is not the same for fossil fuels as using them for energy alters their chemistry so they are no longer useful.

Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015). 
In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en

Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children

The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.

Sample demographic characteristics table

Table 1
Sociodemographic Characteristics of Participants at Baseline




Baseline characteristic


Guided self-help


Unguided self-help


Wait-list control


Full sample



 
n
%
n
%
n
%
n
%



Gender

 
 
 
 


  Female
25
50
20
40
23
46
68
45.3


  Male
25
50
30
60
27
54
82
54.7


Marital status
 
 
 
 
 
 
 
 


  Single
 13
26 
11 
 22
 17
34 
41 
 27.3


  Married/partnered
 35
 70
38 
 76
 28
56
101 
 67.3


  Divorced/widowed
 1
2 
1 
 2
 4
 8
 6
 4.0


  Other
 1
1 
 0
 0
 1
 2
 2
1.3 


Children a
 26
52
26 
 52
 22
 44
 74
49.3 


Cohabitating
 37
74 
 36
72 
 26
 52
 99
 66.0


 Highest educational    level
 
 
 
 
 
 
 
 


   Middle school
 0
 0
 1
 2
 1
 2
 2
 1.3


   High school/some     college
 22
 44
 17
 34
 13
 26
 52
34.7 


   University or     postgraduate degree
 27
 54
 30
 60
 32
 64
89 
 59.3


Employment
 
 
 
 
 
 
 
 


  Unemployed
 3
 6
5 
10 
 2
 4
 10
6.7 


  Student
 8
 16
 7
14 
 3
 6
 18
12.0 


  Employed
 30
 60
 29
 58
 40
 80
99 
 66.0


  Self-employed
 9
 18
 7
 14
 5
 10
 21
14.0 


  Retired
 0
0 
 2
4 
 0
 0
 2
1.3 


Previous psychological   treatment a
 17
 34
 18
36 
24 
 48
 59
 39.3


Previous psychotropic   medication a
6
12
13
26
11
22
30
20.0




Note. N = 150 (n = 50 for each condition). Participants were on average 39.5 years old (SD = 10.1), and participant age did not differ by condition.
a Reflects the number and percentage of participants answering “yes” to this question.



Sample results of several t tests table

Table 2
Results of Curve-Fitting Analysis Examining the Time Course of Fixations to the Target




Logistic parameter


9-year-olds


16-year-olds


t(40)


p

Cohen's d


 
M
SD
M
SD
 
 
 


Maximum asymptote, proportion
.843
.135
.877
.082
0.951
.347
0.302


Crossover, in ms
759
87
694
42
2.877
.006
0.840


Slope, as change in proportion per ms
.001
.0002
.002
.0002
2.635
.012
2.078




Note. For each subject, the logistic function was fit to target fixations separately. The maximum asymptote is the asymptotic degree of looking at the end of the time course of fixations. The crossover point is the point in time the function crosses the midway point between peak and baseline. The slope represents the rate of change in the function measured at the crossover. Mean parameter values for each of the analyses are shown for the 9-year-olds (n = 24) and 16-year-olds (n = 18), as well as the results of t tests (assuming unequal variance) comparing the parameter estimates between the two ages.



Sample correlation table

Table 1
Descriptive Statistics and Correlations for Study Variables




Variable

n

M


SD


1

2
3
4
5
6
7


1. Internal–     external status a
3,697
0.43
0.49
—
 
 
 
 
 
 


2. Manager job     performance
2,134
3.14
0.62
−.08**
—
 
 
 
 
 


3. Starting salary b
3,697
1.01
0.27
.45**  
−.01
—
 
 
 
 


4. Subsequent promotion
3,697
0.33
0.47
.08**
.07**
.04*
—
 
 
 


5. Organizational tenure
3,697
6.45
6.62
−.29**
.09**
.01
.09**
—
 
 


6. Unit service     performance c
3,505
85.00
6.98
−.25**
−.39**
.24**
.08**
.01
—
 


7. Unit financial     performance c
  694
42.61  
5.86
.00
−.03
.12*
−.07
−.02
.16**
—



a 0 = internal hires and 1 = external hires.b A linear transformation was performed on the starting salary values to maintain pay practice confidentiality. The standard deviation (0.27) can be interpreted as 27% of the average starting salary for all managers. Thus, ±1 SD includes a range of starting salaries from 73% (i.e., 1.00 – 0.27) to 127% (i.e., 1.00 + 0.27) of the average starting salaries for all managers.c Values reflect the average across 3 years of data.*p < .05. **p < .01.


Sample analysis of variance (ANOVA) table

Table 1
Means, Standard Deviations, and One-Way Analyses of Variance in Psychological and Social Resources and Cognitive Appraisals




Measure


Urban


Rural


F(1, 294)


η2



 
M
SD
M
SD
 
 



Self-esteem

2.91
0.49
3.35
0.35
68.87***
.19


Social support
4.22
1.50
5.56
1.20
62.60***
.17


Cognitive appraisals
 
 
 
 
 
 


  Threat
2.78
0.87
1.99
0.88
56.35***
.20


  Challenge
2.48
0.88
2.83
1.20
7.87***
.03


  Self-efficacy
2.65
0.79
3.53
0.92
56.35***
.16




***p < .001.



Sample factor analysis table

Table 1
Results From a Factor Analysis of the Parental Care and Tenderness (PCAT) Questionnaire




PCAT item


Factor loading



 
1
2
3



Factor 1: Tenderness—Positive

 
 
 


  20. You make a baby laugh over and over again by making silly faces.
.86
.04
.01


  22. A child blows you kisses to say goodbye.
.85
−.02
−.01


  16. A newborn baby curls its hand around your finger.
.84
−.06
.00


  19. You watch as a toddler takes their first step and tumbles gently back        down.
.77
.05
−.07


  25. You see a father tossing his giggling baby up into the air as a game.
.70
.10
−.03



Factor 2: Liking

 
 
 


  5. I think that kids are annoying (R)
−.01
.95
.06 


  8. I can’t stand how children whine all the time (R)
−.12
.83
−.03  


  2. When I hear a child crying, my first thought is “shut up!” (R)
.04
.72
  .01


  11. I don’t like to be around babies. (R)
.11
.70
−.01  


  14. If I could, I would hire a nanny to take care of my children. (R)
.08
.58
−.02  



Factor 3: Protection

 
 
 


  7. I would hurt anyone who was a threat to a child.
−.13
−.02
.95


  12. I would show no mercy to someone who was a danger to a child.
.00
−.05
.74


  15. I would use any means necessary to protect a child, even if I had to        hurt others.
.06
.08
.72


  4. I would feel compelled to punish anyone who tried to harm a child.
.07
.03
.68


  9. I would sooner go to bed hungry than let a child go without food.
.46
−.03
.36




Note. N = 307. The extraction method was principal axis factoring with an oblique (Promax with Kaiser Normalization) rotation. Factor loadings above .30 are in bold. Reverse-scored items are denoted with an (R). Adapted from “Individual Differences in Activation of the Parental Care Motivational System: Assessment, Prediction, and Implications,” by E. E. Buckels, A. T. Beall, M. K. Hofer, E. Y. Lin, Z. Zhou, and M. Schaller, 2015, Journal of Personality and Social Psychology, 108(3), p. 501 (https://doi.org/10.1037/pspp0000023). Copyright 2015 by the American Psychological Association.



Sample regression table

Table 3
Moderator Analysis: Types of Measurement and Study Year




Effect


Estimate


SE


95% CI

p


 
 
 
LL
UL
 



Fixed effects

 
 
 
 
 



  Intercept

.119
.040
.041
.198
.003


     Creativity measurement a
.097
.028
.042
.153
.001


     Academic achievement measurement b
−.039
.018
−.074
−.004
.03


     Study year c
.0002
.001
−.001
.002
.76


     Goal d
−.003
.029
−.060
.054
.91


     Published e
.054
.030
−.005
.114
.07



Random effects

 
 
 
 
 


    Within-study variance
.009
.001
.008
.011
<.001


    Between-study variance
.018
.003
.012
.023
<.001




Note. Number of studies = 120, number of effects = 782, total N = 52,578. CI = confidence interval; LL = lower limit; UL = upper limit.
a 0 = self-report, 1 = test. b 0 = test, 1 = grade point average. c Study year was grand centered. d 0 = other, 1 = yes. e 0 = no, 1 = yes.


Sample qualitative table with variable descriptions

Table 2
Master Narrative Voices: Struggle and Success and Emancipation




Discourse and dimension

Example quote



Struggle and success a

 



  Self-actualization as member of a larger gay community is the end goal of healthy sexual identity development, or “coming out”


“My path of gayness ... going from denial to saying, well this is it, and then the process of coming out, and the process of just sort of, looking around and seeing, well where do I stand in the world, and sort of having, uh, political feelings.” (Carl, age 50)




  Maintaining healthy sexual identity entails vigilance against internalization of societal discrimination


“When I'm like thinking of criticisms of more mainstream gay culture, I try to ... make sure it's coming from an appropriate place and not like a place of self-loathing.” (Patrick, age 20)




Emancipation b

 



  Open exploration of an individually fluid sexual self is the goal of healthy sexual identity development


“[For heterosexuals] the man penetrates the female, whereas with gay people, I feel like there is this potential for really playing around with that model a lot, you know, and just experimenting and exploring.” (Orion, age 31)




  Questioning discrete, monolithic categories of sexual identity 


“LGBTQI, you know, and added on so many letters. Um, and it does start to raise the question about what the terms mean and whether ... any term can adequately be descriptive.” (Bill, age 50)  




a The struggle and success master narrative states that same-sex desire/behavior is a natural if relatively uncommon developmental variant distinguishable from heterosexuality. Healthy sexual development entails “coming out” as well as joining a larger gay community in a shared struggle to overcome societal discrimination and be socially recognized as normal.b The emancipation master narrative states that discrete, monolithic, and mutually exclusive categories of homosexuality and heterosexuality are social constructions, conceptually suspect in their ability to fully capture the idiosyncrasies of sexual subjectivities, desires, and behaviors. This circumscription of sexual self within culturally contingent and hegemonic sexual identity categories must be resisted.


Sample mixed methods table

Table 3
Integrated Results Matrix for the Effect of Topic Familiarity on Reliance on Author Expertise




Quantitative results

Qualitative results
Example quote



When the topic was more familiar (climate change) and cards were more relevant, participants placed less value on author expertise.


When an assertion was considered to be more familiar and considered to be general knowledge, participants perceived less need to rely on author expertise.


Participant 144: “I feel that I know more about climate and there are several things on the climate cards that are obvious, and that if I sort of know it already, then the source is not so critical ... whereas with nuclear energy, I don't know so much so then I'm maybe more interested in who says what.”




When the topic was less familiar (nuclear power) and cards were more relevant, participants placed more value on authors with higher expertise.


When an assertion was considered to be less familiar and not general knowledge, participants perceived more need to rely on author expertise.


Participant 3: “[Nuclear power], which I know much, much less about, I would back up my arguments more with what I trust from the professors.”





Note. We integrated quantitative data (whether students selected a card about nuclear power or about climate change) and qualitative data (interviews with students) to provide a more comprehensive description of students’ card selections between the two topics.

Manual & automation Testing

Eating a wide variety of nutritious foods, including fruit, vegetables, nuts, seeds, and lean protein can help support your overall health.

There are various software development life cycle models defined and designed which are followed during the software development process. These models are also referred as Software Development Process Models". Each process model follows a Series of steps unique to its type to ensure success in the process of software development.