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Those activities that take your time too long each day.

Are you a morning or evening person? Do you take hours in the shower? Or in the dressing room? Do you eat rather slowly? Is your house too far from school that commuting or the traffic makes you often come to class late?
Be honest in the self-test. What things take much time from your studying? Do you do the marketing and cooking at home? Or watch your younger siblings? Do you need to develop speed reading? Or are your friends often with you and you have to exert mighty efforts all the time just to leave or send them away when you must study?

Since your group members have their respective responsibilities and contributions to the project, they should also compose or structure those contributions and submit them to the group leader. The group leader, in turn, puts all these together to construct the whole. It is the duty of each member to check and recheck that he or she will compose and submit his or her composition or portion as assigned. The leader shall then check in detail if all the contributions submitted are complete as assigned. But it is not left entirely to the group leader from there.
The entire group must now meet for a longer time to evaluate the structured project together. If it is a skit, they rehearse without the costumes till perfection. If a research paper, short report or an interview, the group should now produce drafts.
The debaters should also rehearse, at the initiative of the presentor. If you are the presentor, assume that the affirmative side is the first one to argue its point. The dancer, singer and orator should also practise their numbers at least thrice before the date of actual exhibition.
If you are presenting a video show, check on the machine’s efficiency and the clarity of the film and re-run just before the presentation date to be sure. Be ready with a script guide on the contents of the film.
Since you have been showing your project to your teacher at every stage, you are sure that you are going along fine. Problems and errors are prevented. You can give your teacher a trial cooking demo before your actual presentation.

Time is so powerful: nothing and no one can keep it from coming and passing. And it is all-precious: everything that can happen, can happen only in time.
Those wise statements tell you how important time is, particular y to your studies. There seems more and more to do which leads you to think you are “running out of time.” Time runs and no matter what you do, there will always be only 60 minutes in an hour, 24 hours in a day and seven days in a week. But stop and take stock of your situation, then ask: do you really not have enough time? Is time really too short for you?
With increasing demands on securing more and better knowledge, resulting in more and more tasks that cry out for attention and completion, , and time never  bending or stretching out even a single minute more to accommodate these human endeavors, it will seem so. But in truth, time is a constant. The only thing that has increased and keeps increasing is the overwhelming demand for more of it. Neither will give way, so you must strike out a balance and manage the only time available for your avalanche of activities.
One thought, though, may bother you. Why is it that you and others like you seem never to have enough time, yet there are many lazybones who loiter and do crazy things because they have “too much time” in their hands? This situation is more than a matter about time. It is about values and self- image. A person who sees value in himself and in his life will also value the time he has. He will spend it usefully and meaningfully. But a person who thinks he is hopeless, unimportant and a liability to society will have much trouble “killing time” because time won’t die. We are all creatures of time who can only use time wisely or waste it. And we are endowed with reason to discover ways of making time an ally, not an enemy. It is a moment-to-moment choice each of us must make.
But no bother. You are of the first type. You are armed with a very commendable objective of studying as effectively as possible. More than that, you are dead-set to get to the top. This is why you need to develop a mastery of time in order to make it work for you in achieving your dream.

First things first. Perform first of all those tasks that cannot wait, like preparing breakfast each morning by waking up early enough. Clean up the house before washing up for school. Market when school is through. But get as much help as you can from your siblings and even your working parents when they are home and available. Suggest that some tasks be re-apportioned among yourselves.
Do any other extra tasks when the necessary ones are finished or handled by someone else. As you go along, you will find some time to attend to non-priority activities which you have long wanted to do, like sewing, re-arranging the sala and writing or mailing social letters.

Form the habit of scheduling all that you have to do each day. On a big pad paper, write down ALL tasks you have to complete or wish to do. Opposite each task, place the deadline or ideal time. Make sure you listed every task you could think of. Then re-arrange these tasks into a day-to-day set of schedules, one piece of paper each. On each paper, write down all the morning tasks, then afternoon tasks and the evening tasks. II1CILIdC your classes and home chores at given hours. Fill in every hour with self-assigned activities. Make sure it makes sense. If you are going to class, for example, do not assign a morning task at any other time.
Check or OK a task as you accomplish it. You will get a satisfactory feeling each time you do this, and it will serve as encouragement for you to accomplish the rest. What you are unable to finish up to evening should spill over to the next day. Do not lose your task schedules when you make a week’s schedule or when reconciling tasks. Whenever you have the chance, do a whole month’s task schedule and piece this into weekly schedules and incorporate each task into the daily schedules, wherever they fit. In time, this will form into a clever task-organizing habit that will prove very helpful in your studies and in the performance of any other task, whether within a deadline or at free time.
I ‘••7Lj•••••• .

The Communication Environment Changes. Conversation can occur in a variety of settings, and the setting can influence the communication that takes place there. One of the most profound discussions of the ethics of communication, Plato’s Phaedrus, written in ancient Greece some twenty-four hundred years ago, takes place in a woodland setting that frames and colors its message appropriately. This setting is described by Socrates as
a fair resting-place, full of summer sounds and scents. Here is this lofty and spreading plane-tree and the [flowering vines] high and clustering, in the fullest blossom and the greatest fragrance; and the stream which flows beneath the plane-tree is deliciously cold to the feet.’7
In this setting, Socrates envisions the loving nature of communication at its finest. Such communication, he argues, promotes spiritual growth for both listeners and speakers. Beyond the physical setting, the moods and immediate concerns of participants can also affect the fate of a message. Taken together, these physical and psychological factors make up the communication environment.
In public speaking, the communication environment is both simple and more complex. In public speaking classes your speeches will probably all be presented in one place—your classroom. This simplifies the problem of the physical setting: You can get used to speaking in one place. On the other hand, the move from three people to twenty-four complicates the psychological aspects of the communication environment. That many more people can bring to the classroom that many more personal distractions that may prevent them from listening fully to what you say. Moreover, you sometimes cannot control the immediate context of events that can affect the reception of your speech. For example, your carefully planned presentation attacking “oppressive campus security” could be jeopardized if a major crime occurs on campus shortly before your speech. But a campus incident demonstrating the overreaction of security forces could be a real bonanza. You must adapt to such events as you make your speech.
At times this adaptation can be difficult, if not impossible. One of your authors once ran for the U.S. Congress, and during that six-month experience spoke before many audiences. On one occasion, he was speaking at a meeting of mothers who were dependent on welfare benefits to support their families. He had a good message, and he was expecting a warm reception. But the speech fell flat. Later someone explained to him that the welfare checks were

You as an Ethical Speaker. Ethical considerations in public speaking are inescapable. Ethical public speaking respects the integrity of ideas and focuses on the impact of communication on listeners. Respect for the integrity of ideas means meeting the demands of responsible knowledge, carefully using communication techniques, and avoiding such practices as quoting out of context and plagiarism. Responsible knowledge is useful knowledge. It requires having up-to-date information on the major points of a topic, what the most respected experts have to say about it, and how these points affect your immediate audience. Plagiarism is intellectual theft. Being convicted or even suspected of such a crime can damage your ethos beyond repair.
Concern for listeners comes as you develop an “other” orientation in your public speaking class to balance the egocentrism, or excessive preoccupation with the self, that you may bring to such a class. You can solve the problem of adapting to the many cultures that may be represented in your class if you
base your appeals in a global code of ethics.

Applying Universal Values. We have already noted that the public speaking class encourages us to counter ethnocentrism, which is the group parallel to egocentrism in that it holds up our own culture as the most desirable model. We learn to respect one another’s backgrounds, and to look on the world through different cultural windows. But this also presents us with
problem. If the members of your class represent many cultures, each offering a different outlook, then how can you frame a speech that will communicate and will have appeal across these many audiences-within-an-audience?
One answer to this perplexing problem has been offered by Rushworth
M. Kidder, former senior columnist for The Christian Science Monitor and president of the Institute for Global Ethics. In his book Shared Values for
Troubled World, Kidder reports interviews with leading moral representatives of many cultures that indicate the existence of a global code of ethical conduct, centering on the deeply and widely shared values of love, truthfulness, fairness, freedom, unity, tolerance, responsibility, and respect for life.28 If Kidder is correct, appeals to these fundamental values should resonate in any culture, and should be well received by the diverse members of your public speaking class. We shall say more about how to effectively engage.