5 CHAPTERS

PROCRASTINATION ATTITUDE

Procrastination attitude is the enemy of business progress

ABOUT THE BOOK.

Procrastination attitude is the enemy of business progress. Fear is the symptom, failure is the disease. Procrastination attitude is the negative attitude of a person toward the progress of a task, work, job or business. To me, I can call it laziness. Procrastination is negative attitude toward the progress of success. Attitude is a manner, disposition, feeling, and position with emotions, especially of the mind. Any time a person’s attitude is based on the negative and positive attributes they associate with an object.

Invest your time to develop yourself that is the best investment you can invest in yourself. Procrastination is an enemy of a good future, fear is the symptom and failure is the disease that will paralyze somebody’s life if proper caution is not taken.

To all parents begging to understudy your children if he or she is lazy, or have the procrastination attitude, catch those young is the solution to such attitude. Correct your children immediately from procrastinating attitude. It is very easy to correct children while they are very young unless the fears and procrastination will overshadow them. One of our adept say teach your children the way of Lord so that he or she will give you rest, Spirit of Laziness, unseriousness, lackadaisical attitude and weary is the beginning of procrastination attitude and it must be avoided from the youths. In business, your attitude must be one hundred percent to win potential customers. How are you getting your business information and feedback for your organization? Do you handle your clients with care or not, do you care for your staff and your clients. Attitude and discipline goes a long ways in day to day running of business and organization.

Watches you’re thought because they become words, watch your words because they become action. Watch your action because they become habits. Watch your habits because they become character. Watch your character because they become your bad or good attitude.

ABOUT THE AUTHOR

Dada Emmanuel Olayinka, DEO. His author and the producer of this new book for our generation. He is a graduate from Ogun state Polytechnic Abeokuta Nigeria.

He works with different great organization specializing in laundry, industry cleaning service and with other great company as well as company Accountant. He is a leader. An entrepreneur, Marketer, an Accountant. He acts as company accountant and administrative person in the former place of his jobs.

Author of read and unread books. He is a great, unique leader and CEO of Infinity cleaning services dealing with all cleaning solution. He hunts for skillful and talented Nigeria youths.

He is an initiator, ideas generation, innovation and creativities person. He married and has wonderful two children VICTORIA AND FIFUNMI.

AUTHOR OTHER DETAILS

ACCOUNT NUMBER

DADA EMMANUEL OLAYINKA

GUARANTEE TRUST BANK A/C NUMBER 021 784 4931 POUNDS A/C

GUARANTEE TRUST BANK A/C NUMBER 021 784 4924 DOLLARS A/C

ACKNOWLEDGEMENT

I acknowledgement the Almighty God who gave me the wisdom, knowledge and understanding to write and package this new innovation book for our generation.

I recognize the present of God in my life.

Copy right C2019

DADA EMMANUEL OLAYINKA. DEO

First publication with your organization

For further info +234 08056376261

+234 07066602552

APPRICIATION

I appreciation the present of God in my life for given me opportunity to write this beautiful book.

This is a very special package and landmark in our history. I am delighted that you will accept my innovation. Thank you for being a part of our remarkable story.

I also appreciate my Daddy who stood by me always by name CHIEF J. O.DADA. And my two daughters Victoria and Grace Dada.

THANKS, GOD WILL BLESS YOU ALL

ACKNOWLEDGEMENT

I acknowledgement the Almighty God who gave me the wisdom, knowledge and understanding to write and package this new innovation book for our generation.

I recognize the present of God in my life.

Copy right C2019

DADA EMMANUEL OLAYINKA .DEO

First publication with your organization

For further info +234 08056376261

+234 07066602552

TABLE OF CONTEXTS

INTRODUCTION…………………………………………………………………09
PROCRASTINATION……………………………………………………….…..12
LAWS OF SKILL AND IT COMPONENT………………………………….37
FEAR…………………………………………………………………………… …….56
11 WAYS TO OVERCOME PROCRATINATION…………………..….77
CONCLUTIONS……………………………………………………………………83

THIS BOOK WAS WRITTEN FOR TENAGERS.YOUTHS AND ADULTS

OVER TO YOU

INTRODUCTION

. Procrastination is the avoidance of doing a task that needs to be accomplished by a certain deadline. It could be further stated as a habitual or intentional delay of starting or finishing a task despite knowing it might have negative consequences.

Procrastination attitude is the enemy of business progress. Fear is the symptom, failure is the disease.

As a business man, you must be a potential and portal winning business attitude. The business attitude that win customers.

Your characters, habits, approach must be able to adapt positive attitude that win and bring clients. It’s must be able to bring potential clients, it must be able to affect sales and profit positively. In business your attitude must be one hundred percent {100%} for you to win potential clients

Procrastination attitude is the negative attitude of a person toward a progress of work, job or business.

To me I can call it laziness negative attitude toward the progress of success. Attitude is a manner, disposition, feeling, and position with emotion especially of the mind negative any time a person attitude might be based on the negative and position attribute they associate with an object.

Invest your time to develop yourself that is best investment you can invest is yourself.

In business, your attitude must be one hundred percent to win potential customers. How are you getting your business information and feed back for your organization? How are you approach your clients regard business, are you using positive or negative words in your approach for your product and services? Are you sound enough to handle your business regardless of clients, staffs behaviors’? How are you handling opposite sex in your organization? Do you handle them with care or not, do you care for you staffs and your clients. Attitude and discipline goes along ways in day to day running of business and organization. What did you do to your report after two or three years, did you compare years report together. How are you handling your business plan, marketing strategy, sales, operation and business information? How are you handling your financial position and business stocks including fixed asset and liability? How are you handily you marketers because marketers are the blood line of running business, they the one bring income to the organization while Accountant and Admin are watch dogs of the organization, they safe guards.

How are you getting your business information and, market feedback? The feedback is very important in the life of a business if you are not doing that trying to getting information feedback. It’s an important aspect of organization apart from marketing.

Are you friendly, business is about friendly, friends are the person who contributed the success and growths of your live, business and organization? Approach is one of good element of business and marketing. Are you using positive or negative approach? Are you using soft or ash approach for you potential clients? Are you sound enough to listing to the complains of your potential customers. How do you handily your clients complain? Are you security conscious regards your business and the environment to sited your organization. Business security is one of the important elements in running day to day business. Do you even care about the business security at all?. All is about procrastination.

PROCRASTINATION

Procrastination is the avoidance of doing a task that needs to be accomplished by a certain deadline.[1] It could be further stated as a habitual or intentional delay of starting or finishing a task despite knowing it might have negative consequences.[2] It is a common human experience involving delay in everyday chores or even putting off salient tasks such as attending an appointment, submitting a job report or academic assignment, or broaching a stressful issue with a partner. Although typically perceived as a negative trait due to its hindering effect on one’s productivity often associated with depression, low self-esteem, guilt and inadequacy;[3] it can also be considered a wise response to certain demands that could present risky or negative outcomes or require waiting for new information to arrive.[4]

From a cultural perspective, students from both Western and non-Western cultures are found to exhibit academic procrastination, but for different reasons. Students from Western cultures tend to procrastinate in order to avoid doing worse than they have done before or from failing to learn as much as they should have, whereas students from non-Western cultures tend to procrastinate in order to avoid looking incompetent, or to avoid demonstrating a lack of ability in front of their peers.[5] It is also important to consider how different cultural perspectives of time management can impact procrastination. For example, in cultures that have a multi-active view of time, people tend to place a higher value on making sure a job is done accurately before finishing. In cultures with a linear view of time, people tend to designate a certain amount of time on a task and stop once the allotted time has expired.[6]

Various types of procrastination (such as academic/non-academic or behavioral / indecisive) have their own underlying causes and effects. The most prominent explanation in present literature draws upon "In temporal discounting, task averseness and certain personality traits such as indecisiveness and distractibility" as the common causes of procrastination.

A study of behavioral patterns of pigeons through delayed reward suggests that procrastination is not unique to humans, but can also be observed in some other animals.[7] There are experiments finding clear evidence for "procrastination" among pigeons, which show that pigeons tend to choose a complex but delayed task rather than an easy but hurry-up one

In a study of academic procrastination from the University of Vermont, published in 1984, 46% of the subjects reported that they "always" or "nearly always" procrastinate writing papers, while approximately 30% reported procrastinating studying for exams and reading weekly assignments (by 28% and 30% respectively). Nearly a quarter of the subjects reported that procrastination was a problem for them regarding the same tasks. However, as many as 65% indicated that they would like to reduce their procrastination when writing papers, and approximately 62% indicated the same for studying for exams and 55% for reading weekly assignments.[9]

A 1992 study showed that "52% of surveyed students indicated having a moderate to high need for help concerning procrastination."[10] It is estimated that 80–95% of college students engage in procrastination, and approximately 75% consider themselves procrastinators.

A study done in 2004 shows that 70% of university students categorized themselves as procrastinators while a 1984 study showed that 50% of the students would procrastinate consistently and considered it a major problem in their lives.[11]

In a study performed on university students, procrastination was shown to be greater on tasks that were perceived as unpleasant or as impositions than on tasks for which the student believed they lacked the required skills for accomplishing the task.[12]

Another point of relevance is that of procrastination in industry. A study: The Impact of Organizational and Personal Factors on Procrastination in Employees of a Modern Russian Industrial Enterprise published in the Psychology in Russia: State of the Art journal, helped to identify the many factors that affected employees’ procrastination habits. Some of which include intensity of performance evaluations, importance of their duty within a company, and their perception and opinions on management and/or upper level decisions.[13]

Behavioral criteria of academic procrastination [edit]

Gregory Schraw, Theresa Wadkins, and Lori Olafson in 2007 proposed three criteria for a behavior to be classified as academic procrastination: it must be counterproductive, needless, and delaying.[14] Steel reviewed all previous attempts to define procrastination, and concluded in a 2007 study that procrastination is "to voluntarily delay an intended course of action despite expecting to be worse off for the delay."[15] Sabini & Silver argued that postponement and irrationality are the two key features of procrastination. Delaying a task is not deemed as procrastination, they argue, if there are rational reasons behind the delay.

An approach that integrates several core theories of motivation as well as meta-analytic research on procrastination is the temporal motivation theory. It summarizes key predictors of procrastination (expectancy, value, and impulsiveness) into a mathematical equation.[15]

Psychological perspective

The pleasure principle may be responsible for procrastination; one may prefer to avoid negative emotions by delaying stressful tasks. As the deadline for their target of procrastination grows closer, they are more stressed and may, thus, decide to procrastinate more to avoid this stress.[16] Some psychologists cite such behavior as a mechanism for coping with the anxiety associated with starting or completing any task or decision.[17] Piers Steel indicated in 2010 that anxiety is just as likely to induce people to start working early as late, and that the focus of studies on procrastination should be impulsiveness. That is, anxiety will cause people to delay only if they are impulsive.[18]

Coping responses

Negative coping responses of procrastination tend to be avoidant or emotional rather than task-oriented or focused on problem-solving. Emotional and avoidant coping is employed to reduce stress (and cognitive dissonance) associated with delaying intended and important personal goals. This option provides immediate pleasure and is consequently very attractive to impulsive procrastinators, at the point of discovery of the achievable goals at hand.[19][20] There are several emotion-oriented strategies, similar to Freudian defense mechanisms, coping styles and self-handicapping.

Coping responses of procrastinators include the following.

Avoidance: Avoiding the location or situation where the task takes place (e.g. a graduate student avoiding driving into the university).
Denial and trivialization: Pretending that procrastinators behavior is not actually procrastinating, but rather a task which is more important than the avoided one, or that the essential task that should be done is not of immediate importance.
Distraction: Engaging or immersing in other behaviors or actions to prevent awareness of the task (e.g. intensive video game playing or web browsing). The subject is very sensitive to instant gratification and becomes absorbed in coping behaviors beyond self-restraint.
Descending counter factuality: Comparing consequences of one’s procrastinators behavior with others’ worse situations (e.g. "Yes, I procrastinated and got a B− in the course, but I didn’t fail like one other student did.")
Valorization: Pointing in satisfaction to what one achieved in the meantime while one should have been doing something else.
Blaming: Delusional attributions to external factors, such as rationalizing that the procrastination is due to external forces beyond one’s control (e.g. "I’m not procrastinating, but this assignment is tough.")
Mocking: Using humor to validate one’s procrastination. The person uses slapstick or slipshod methods to criticize and ridicule others’ striving towards the goal.

Task- or problem-solving measures are taxing from a procrastinator’s outlook. If such measures are pursued, it is less likely the procrastinator would remain a procrastinator. However, pursuing such measures requires actively changing one’s behavior or situation to prevent and minimize the re-occurrence of procrastination.

In 2006, it was suggested that neuroticism has no direct links to procrastination and that any relationship is fully mediated by conscientiousness.[21] In 1982, it had been suggested that irrationality was an inherent feature of procrastination. "Putting things off even until the last moment isn’t procrastination if there is a reason to believe that they will take only that moment".[22] Steel et al. explained in 2001, "actions must be postponed and this postponement must represent poor, inadequate, or inefficient planning".[23]

Cultural perspective

According to Holly McGregor & Andrew Elliot (2002); Christopher Wolters (2003), academic procrastination among portions of undergraduate students has been correlated to performance-avoidance orientation which is one factor of the four factor model of achievement orientation.[5] Andrew Elliot and Judith Harackiewicz (1996) showed that students with a performance-avoidance orientation tend to be concerned with comparisons to their peers. These students procrastinate as a result of not wanting to look incompetent, or to avoid demonstrating a lack of ability and adopt a facade of competence for a task in front of their peers.[5]

Gregory Arief Liem and Youyan Nie (2008) found that cultural characteristics are shown to have a direct influence on achievement orientation because it is closely aligned with most students’ cultural values and beliefs.[5] Sonja Dekker and Ronald Fischer’s (2008) meta-analysis across thirteen different societies revealed that students from Western cultures tend to be motivated more by mastery-approach orientation because the degree of incentive value for individual achievement is strongly reflective of the values of Western culture. By contrast, most students from Eastern cultures have been found to be performance-avoidance orientated. They often make efforts to maintain a positive image of their abilities, which they display while in front of their peers.[5] In addition, Hazel Rose Markus and Shinobu Kitayama (1991) showed that in non-Western cultures, rather than standing out through their achievements, people tend to be motivated to become part of various interpersonal relationships and to fit in with those that are relevant to them.[5]

Research by Sushila Niles (1998) with Australian (Western) students and Sri Lankan (Eastern) students confirm these differences, revealing that Australian students often pursued more individual goals, whereas Sri Lankan students usually desired more collaborative and social goals.[5] Multiple studies by Kuo-Shu Yang and An-Bang Yu (1987, 1988, and 1990) have indicated that individual achievement among most Chinese and Japanese students are measured by a fulfillment of their obligation and responsibility to their family network, not to an individual accomplishment.[5] Yang and Yu (1987) have also shown that Collectivism and Confucianism are very strong motivators for achievement in many non-Western cultures because of their emphasis on cooperation in the family unit and community.[5] Guided by these cultural values, it is believed that the individual intuitively senses the degree of pressure that differentiates his or her factor of achievement orientation.[5]

Health perspective

To a certain degree it is normal to procrastinate and it can be regarded as a useful way to prioritize between tasks, due to a lower tendency of procrastination on truly valued tasks (for most people).[24] On the other hand, excessive procrastination can become a problem and impede normal functioning. When this happens, procrastination has been found to result in health problems, stress,[25] anxiety, sense of guilt and crisis as well as loss of personal productivity and social disapproval for not meeting responsibilities or commitments. Together these feelings may promote further procrastination and for some individuals procrastination becomes almost chronic. Such procrastinators may have difficulties seeking support due to procrastination itself, but also social stigma and the belief that task-aversion is caused by laziness, lack of willpower or low ambition. In some cases problematic procrastination might be a sign of some underlying psychological disorder, but not necessarily.[15]

Research on the physiological roots of procrastination have been concerned with the role of the prefrontal cortex,[26] the area of the brain that is responsible for executive brain functions such as impulse control, attention and planning. This is consistent with the notion that procrastination is strongly related to such functions, or a lack thereof. The prefrontal cortex also acts as a filter, decreasing distracting stimuli from other brain regions. Damage or low activation in this area can reduce one’s ability to avert diversions, which results in poorer organization, a loss of attention, and increased procrastination. This is similar to the prefrontal lobe’s role in ADHD, where it is commonly underactivated.[27]

In a 2014 U.S. study surveying procrastination and impulsiveness in fraternal- and identical twin pairs, both traits were found to be "moderately heritable". The two traits were not separable at the genetic level (rgenetic = 1.0), meaning no unique genetic influences of either trait alone was found.[28] The authors confirmed three constructs developed from the evolutionary hypothesis that procrastination arose as a by-product of impulsivity: "(a) Procrastination is heritable, (b) the two traits share considerable genetic variation, and (c) goal-management ability is an important component of this shared variation."[28]

Management

Psychologist William J. Knaus estimated that more than 90% of college students procrastinate.[29] Of these students, 25% are chronic procrastinators and typically abandon higher education (college dropouts).

Perfectionism is a prime cause for procrastination [30] because pursuing unattainable goals (perfection) usually results in failure. Unrealistic expectations destroy self-esteem and lead to self-repudiation, self-contempt, and widespread unhappiness. To overcome procrastination, it is essential to recognize and accept the power of failure without condemning,[31] to stop focusing on faults and flaws and to set goals that are easier to achieve.

Behaviors and practices that reduce procrastination:[

Awareness of habits and thoughts that lead to procrastinating.
Seeking help for self-defeating problems such as fear, anxiety, difficulty in concentrating, poor time management, indecisiveness, and perfectionism.
Fair evaluation of personal goals, strengths, weaknesses, and priorities.
Realistic goals and personal positive links between the tasks and the concrete, meaningful goals.[32]
Structuring and organization of daily activities.[32]
Modification of one’s environment for that newly gained perspective: the elimination or minimization of noise or distraction; investing effort into relevant matters; and ceasing day-dreaming.[32]
Disciplining oneself to set priorities.[32]
Motivation with enjoyable activities, socializing and constructive hobbies.
Approaching issues in small blocks of time, instead of attempting whole problems at once and risking intimidation.
To prevent relapse, reinforce pre-set goals based on needs and allow yourself to be rewarded in a balanced way for accomplished tasks.

Making a plan to complete tasks in a rigid schedule format might not work for everyone. There is no hard-and-fast rule to follow such a process if it turns out to be counter-productive. Instead of scheduling, it may be better to execute tasks in a flexible, unstructured schedule which has time slots for only necessary activities.[33]

Piers Steel suggests[34] that better time management is a key to overcoming procrastination, including being aware of and using one’s "power hours" (being a "morning person" or "night owl"). A good approach is to creatively utilize one’s internal circadian rhythms that are best suited for the most challenging and productive work. Steel states that it is essential to have realistic goals, to tackle one problem at a time and to cherish the "small successes". Brian O’Leary supports that "finding a work-life balance...may actually help us find ways to be more productive", suggesting that dedicating leisure activities as motivation can increase one’s efficiency at handling tasks.[35] Procrastination is not a lifelong trait. Those likely to worry can learn to let go, those who procrastinate can find different methods and strategies to help focus and avoid impulses.[36]

After contemplating his own procrastination habits, philosopher John Perry authored an essay entitled "Structured Procrastination",[37] wherein he proposes a "cheat" method as a safer approach for tackling procrastination: using a pyramid scheme to reinforce the unpleasant tasks needed to be completed in a quasi-prioritized order.

Severe and negative impact

For some people, procrastination can be persistent and tremendously disruptive to everyday life. For these individuals, procrastination may be symptomatic of a psychological disorder. Procrastination has been linked to a number of negative associations, such as depression, irrational behavior, low self-esteem, anxiety and neurological disorders such as ADHD. Others have found relationships with guilt [38] and stress.[25] Therefore, it is important for people whose procrastination has become chronic and is perceived to be debilitating to seek out a trained therapist or psychiatrist to investigate whether an underlying mental health issue may be present.[39]

With a distant deadline, procrastinators report significantly less stress and physical illness than do non-procrastinators. However, as the deadline approaches, this relationship is reversed. Procrastinators report more stress, more symptoms of physical illness, and more medical visits,[25] to the extent that, overall, procrastinators suffer more stress and health problems. Procrastination also has the ability to increase perfectionism and neuroticism, while decreasing conscientiousness and optimism.[11]

Correlates

Procrastination has been linked to the complex arrangement of cognitive, affective and behavioral relationships from task desirability to low self esteem and anxiety to depression.[9] A study found that procrastinators were less future-oriented than their non-procrastinator counterparts. This result was hypothesized to be in association with hedonistic perspectives on the present; instead it was found procrastination was better predicted by a fatalistic and hopeless attitude towards life.[40]

A correlation between procrastination and eveningness was observed where individuals who had later sleeping and waking patterns were more likely to procrastinate. It has been shown that Morningness increases across lifespan and procrastination decreases with age.

Perfectionism

Main article: Perfectionism (psychology)

Traditionally, procrastination has been associated with perfectionism: a tendency to negatively evaluate outcomes and one’s own performance, intense fear and avoidance of evaluation of one’s abilities by others, heightened social self-consciousness and anxiety, recurrent low mood, and "workaholics". However, adaptive perfectionists—egosyntonic perfectionism—were less likely to procrastinate than non-perfectionists, while maladaptive perfectionists, who saw their perfectionism as a problem—egodystonic perfectionism—had high levels of procrastination and anxiety.[42] In a regression analysis study of Steel, from 2007, it is found that mild to moderate perfectionists typically procrastinate slightly less than others, with "the exception being perfectionists who were also seeking clinical counseling".[15]

Academic

According to an Educational Science Professor, Hatice Odaci, academic procrastination is a significant problem during college years in part because many college students lack efficient time management skills in using the Internet. Also, Odaci notes that most colleges provide free and fast twenty-four-hour Internet service which some students are not usually accustomed to, and as a result of irresponsible use or lack of firewalls these students become engulfed in distractions, and thus in procrastination.[43]

"Student syndrome" refers to the phenomenon where a student will begin to fully apply them self to a task only immediately before a deadline. This negates the usefulness of any buffers built into individual task duration estimates. Results from a 2002 study indicate that many students are aware of procrastination and accordingly set binding deadlines long before the date for which a task is due. These self-imposed binding deadlines are correlated with a better performance than without binding deadlines though performance is best for evenly spaced external binding deadlines. Finally, students have difficulties optimally setting self-imposed deadlines, with results suggesting a lack of spacing before the date at which results are due.[44] In one experiment, participation in online exercises was found to be five times higher in the final week before a deadline than in the summed total of the first three weeks for which the exercises were available. Procrastinators end up being the ones doing most of the work in the final week before a deadline.[23]

Other reasons cited on why students procrastinate include fear of failure and success, perfectionist expectations, as well as legitimate activities that may take precedence over school work, such as a job.

Procrastinators have been found to receive worse grades than non-procrastinators. Tice et al. (1997) report that more than one-third of the variation in final exam scores could be attributed to procrastination. The negative association between procrastination and academic performance is recurring and consistent. The students in the study not only received poor academic grades, but they also reported high levels of stress and poor self-health. Howell et al. (2006) found that, though scores on two widely used procrastination scales were not significantly associated with the grade received for an assignment, self-report measures of procrastination on the assessment itself were negatively associated with grade.

In 2005, a study conducted by Angela Chu and Jin Nam Choi and published in the Journal of Social Psychology intended to understand task performance among procrastinators with the definition of procrastination as the absence of self-regulated performance, from the 1977 work of Ellis & Knaus. In their study they identified two types of procrastination:

The traditional procrastination which they denote as passive, and

Active procrastination where the person finds enjoyment of a goal-oriented activity only under pressure. The study calls this active procrastination positive procrastination, as it is a functioning state in a self-handicapping environment. In addition, it was observed that active procrastinators have more realistic perceptions of time and perceive more control over their time than passive procrastinators, which is considered a major differentiator between the two types.

Due to this observation, active procrastinators are much more similar to non-procrastinators as they have a better sense of purpose in their time use and possess efficient time-structuring behaviors. But surprisingly, active and passive procrastinators showed similar levels of academic performance. The population of the study was college students and the majority of the sample sizes were women and Asian in origin. Comparisons with chronic pathological procrastination traits were avoided.[48]

Different findings emerge when observed and self-reported procrastination is compared. Steel et al. constructed their own scales based on Silver and Sabin’s "irrational" and "postponement" criteria. They also sought to measure this behavior objectively.[23] During a course, students could complete exam practice computer exercises at their own pace, and during the supervised class time could also complete chapter quizzes.

A weighted average of the times at which each chapter quiz was finished formed the measure of observed procrastination, whilst observed irrationality was quantified with the number of practice exercises that were left uncompleted. Researchers found that there was only a moderate correlation between observed and self-reported procrastination (r = 0.35). There was a very strong inverse relationship between the number of exercises completed and the measure of postponement (r = −0.78).

Observed procrastination was very strongly negatively correlated with course grade (r = −0.87), as was self-reported procrastination (though less so, r = −0.36). As such, self-reported measures of procrastination, on which the majority of the literature is based, may not be the most appropriate measure to use in all cases. It was also found that procrastination itself may not have contributed significantly to poorer grades. Steel et al. noted that those students who completed all of the practice exercises "tended to perform well on the final exam no matter how much they delayed."

Procrastination is considerably more widespread in students than in the general population, with over 70 percent of students reporting procrastination for assignments at some point.[49] A 2014 panel study from Germany among several thousand university students found that increasing academic procrastination increases the frequency of seven different forms of academic misconduct, i.e., using fraudulent excuses, plagiarism, copying from someone else in exams, using forbidden means in exams, carrying forbidden means into exams, copying parts of homework from others, fabrication or falsification of data and the variety of academic misconduct. This study argues that academic misconduct can be seen as a means to cope with the negative consequences of academic procrastination such as performance impairment.[50]

Business

The Basics of a Business

Generally, a business begins with a business concept (the idea) and a name. Depending on the nature of the business, extensive market research may be necessary to determine whether turning the idea into a business is feasible and if the business can deliver value to consumers. The business name can be one of the most valuable assets of a firm; careful consideration should thus be given when choosing it. Businesses operating under fictitious names must be registered with the state.

Businesses most often form after the development of a business plan, which is a formal document detailing a business’s goals and objectives, and its strategies of how it will achieve the goals and objectives. Business plans are almost essential when borrowing capital to begin operations.

It is also important to determine the legal structure of the business. Depending on the type of business, it may need to secure permits, adhere to registration requirements, and obtain licenses to legally operate. In many countries, corporations are considered to be juridical persons, meaning that the business can own property, take on debt, and be sued in court.

KEY TAKEAWAYS

A business is defined as an organization or enterprising entity engaged in commercial, industrial, or professional activities.
Businesses can be for-profit entities or non-profit organizations that operate to fulfill a charitable mission or further a social cause.

Businesses range in scale from a sole proprietorship to an international corporation. In organization or economic system where goods and services are exchanged for one another or for money. Every business requires some form of investment and enough customers to whom its output can be sold on a consistent basis in order to make a profit.

Businesses can be privately owned, not-for-profit or state-owned.

A business is an organization where people work together. In a business, people work to make and sell products or services. Other people buy the products and services. The business owner is the person who hires people for work. A business can earn a profit for the products and services it offers. The word business comes from the word busy, and means doing things. It works on regular basis.

Originally, individual trades people were qualified, and they hired assistants. The invention of the joint-stock company meant a new era in business.

[1] By this means, some people put up the money as capital, and others used it to run the business. There is a law which says this kind of company is a "legal entity": it has a legal life separate from its owners or shareholders. In this way, a company can outlive the people who started it.

This idea was invented in medieval times, but really flowered in the 19th century.

[2] It has spread around the world since then.

Most businesses are created for commerce. There are big and small businesses. For example, one person can open a small barber-shop. A big business, like Microsoft, employs thousands of people all over the world.

Some businesses need fixed locations. Examples are an office, store, or farm. For some businesses the worker goes to different locations. Examples are carpenters or electricians. They usually bring everything they need for work in their truck.

Business can also mean the work or current state of a business. A business owner might say: "I am doing a lot of business" or "My business is good" or "Business is bad".

The term can also be used in a more general way. As a noun, it can be used, for example, to speak about a broad area of activity

DICTIONARY DEFINATION

. Logically ordered and/or following the same pattern. For example, a salesperson’s growth is usually consistent with his or her company’s earnings.
2. Unchanging; steady. For example, a person that arrives exactly 5 minutes early to work every day is consistently punctual or on-time.
3. Being in conformity with a set of rules, guidelines or policies. Television stations, for example, need to be consistent with FCC regulations in order to be allowed to broadcast.

.

LEARN LAW OF SKILL REGECT PROCASNIATION

Skills

is ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills). See also competence.

Skills are the expertise or talent needed in order to do a job or task. Job skills allow you to do a particular job and life skills help you through everyday tasks.

Skills are what makes you confident and independent in life and are essential for success. A skill is the ability to carry out a task with determined results often within a given amount of time, energy, or both.

Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.

People need a broad range of skills to contribute to the modern economy. A joint ASTD and U.S. Department of Labor study showed that through technology, the workplace is changing, and identified 16 basic skills that employees must have to be able to change with it.[1][2] Three broad categories of skills are suggested and these are technical, human, and conceptual.[3] The first two can be substituted with hard and soft skills, respectively.

HARD SKILL

Hard skills, also called technical skills, are any skills relating to a specific task or situation. It involves both understanding and proficiency in such specific activity that involves methods, processes, procedures, or techniques.[5] These skills are easily quantifiable unlike soft skills, which are related to one’s personality.[6] These are also skills that can be or have been tested and may entail some professional, technical, or academic qualification.[7]

LABOR SKILLS

Main article: Skill (labor)

Skilled workers have long had historical import (see Division of labor) as electricians, masons, carpenters, blacksmiths, bakers, brewers, coopers, printers and other occupations that are economically productive. Skille

d workers were often politically active through their craft guilds.[8]

LIFE SKILLS

Main article: Life skills

An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills).

SOCIAL SKILLS

Main article: Social skills

Social skill is any skill facilitating interaction and communication with others. Social rules and relations are created, communicated, and changed in verbal and nonverbal ways. The process of learning such skills is called socialization.

SOFT SKILLS

Main article: Soft skills

Soft skills are a combination of interpersonal people skills, social skills, communication skills, character traits, attitudes, career attributes and emotional intelligence quotient (EQ) among others.[12]

HIERARCHY OF SKILLS

Skills can be categorized based on the level of expertise and motivation. The highest level of engagement corresponds to the craftsman. About 2% of people reach the highest level.

REAL LAWS OF SKILLS

To me, the law of skills regards to as 3ps. planning, preparing and processing. Skills are regarded as the ability to do something meaningfully and achieve the result with a short period of time.

Success is self announcement.

Laws are made to remove us from bondage and a law was given to us to give us freedom. The law of skills will enhance your chance to greatness in a life. Skillfulness leads to expatriate. If you are not skillful you will be painful. Skills will prepare you for future opportunities. Lack of skill will kill your vision in life.

Practice hard win easily, read wide and pass easily. Trained hard and victory is yours. Success is sweet but the secret behind success are handwork, pains, and sweats.

Innate skill will enable you to know things without anybody tell you.

Learning new things i.e. be innovative and creative. Do something new from what is common. Skills are acquired by learning. The more you learn the more you are expert in what you are doing. Get your hand dirty there is cash in dirt, dirt is fat.

The book is written for upcoming youths in the world. I personally recommend it for then youths that want to become a leader and expert in the future.

The youths nowadays don’t want to do anything, but they want quick cash, there is no other way to make money than to learn handwork or used your talent to make money. There is no way or short cut to riches than to work hard, but today we call it work smart to make cool money in the world.

Fear and procrastination is the enemy of success.

Fear is a feeling induced by perceived danger or threat that occurs in certain types of organisms, which causes a change in metabolic and organ functions and ultimately a change in behavior, such as fleeing, hiding, or freezing from perceived traumatic events.

The irrational fear can branch out to many areas such as the hereafter, the next ten years or even tomorrow. Chronic irrational fear has deleterious effects since the elicitor stimulus is commonly absent or perceived from delusions.

Such fear can create co morbidity with the anxiety disorder umbrella. Being scared may cause people to experience anticipatory fear of what may lie ahead rather than planning and evaluating for the same. For example, "continuation of scholarly education" is perceived by many educators as a risk that may cause them fear and stress and they would rather teach things they’ve been taught than go and do research. That can lead to habits such as laziness and procrastination.

The ambiguity of situations that tend to be uncertain and unpredictable can cause anxiety in addition to other psychological and physical problems in some populations; especially those who engage it constantly, for example, in war-ridden places or in places of conflict, terrorism, abuse, etc.

Poor parenting that instills fear can also debilitate a child’s psyche development or personality. For example, parents tell their children not to talk to strangers in order to protect them. In school they would be motivated to not show fear in talking with strangers, but to be assertive and also aware of the risks and the environment in which it takes place.

Ambiguous and mixed messages like this can affect their self-esteem and self-confidence. Researchers say talking to strangers isn’t something to be thwarted but allowed in a parent’s presence if required.[27] Developing a sense of equanimity to handle various situations is often advocated as an antidote to irrational fear and as an essential skill by a number of ancient philosophies.

WHAT ARE LEARNING SKILLS?

The 21st century learning skills are often called the 4 C’s:

Critical thinking,

Creative thinking,

Communicating, and

Collaborating.

These skills help students learn, and so they are vital to success in school and beyond.

SKILL LEARNING.

By. The learning of a task to give accuracy, speed and performance after a high degree of practice. Skills may be perceptual, cognitive, motor or combination of any two.

SKILL LEARNING: "In skill learning we use motor, cognitive or a combination of these

Skills

special ability in a task, sport, etc, esp. Ability acquired by training
Something, esp. a trade or technique, requiring special training or manual proficiency

3. Obsolete

Understanding1. Great ability or proficiency; expertness that comes from training, practice, etc.

a. an art, craft, or science, esp. one involving the use of the hands or body

b. ability in such an art, craft, or science

3. Obsolete knowledge, understanding, or judgment

Verb intransitive

4. Archaic to matter, avail, or make a difference

SKILL A PARTICULAR ABILITY THAT YOU DEVELOP THROUGH TRAINING AND EXPERIENCE

AND THAT IS USEFUL IN A JOB:

COMMUNICATION / INTERPERSONAL / NEGOTIATION SKILLS

Many young people have never learned the basic skill of good writing.

BUSINESS / SPECIALIST SKILLS A growing part of the charity’s work is providing business skills to developing economies.

IMPROVE / SHARPEN / UPGRADE SKILLS

Improving your computer skills can help you find higher-paid work.

We are facing a growing skills shortage in sciences.

leadership/management/organizational skills

analytical/practical/technical skills

have/possess/lack skills

acquire/develop/learn skills

apply/use skills ..

Skills are your natural talents and the abilities you develop to perform a task or job. Life skills help you deal effectively with daily tasks in all areas of life while job skills build your professional know-how and help you perform work duties well. Skills can be divided into soft skills, hard skills, domain-specific skills, and general skills.

A list of skills to put on a resume is as important as icing on a cupcake.

No one wants a cupcake without icing. No one.

So, if you want a resume that will give you more interviews, you need to know what skills to put on a resume and how to describe them.

This article will show you:

Where to put work skills on a resume.
What skills to put on a resume to get you MORE interviews.
How to list work-related skills on a resume.
99+ best examples of how to put your skills on a CV (right vs. wrong examples).
INFOGRAPHIC that shows the most important resume skills.
This guide will tell you everything you need to know. To laser in on specific pain points, follow up with:

SKILL ACQUISITION

is the ability to be trained on a particular task or function and become expert in it.

The Three Stage Model of Skill Acquisition

Cognitive (Early) Stage. The first stage of skill acquisition is the Cognitive Stage. ...
Associative (Intermediate) Stage. Once you’re in the associate phase you have a bit more flexibility. ...
Autonomous (Late) Stage. This is the final stage of skill acquisition.

What are the types of skill acquisition?

Barbing. This is one of the lucrative vocational skills for people to learn. ...
Fashion Design. Girls learning a skill at a fashion institute. ...
Automobile Repairs. ...
Painters. ...
Information Technology. ...
Management and Administration. ...
Media Skills.

The Importance of Skill Acquisition

Skills can do a lot of great work in the life of every living soul. Lack of skills is a major cause of corruption. The importance of skill acquisition includes self employment, diverse job opportunities, employment generation, effective function, and crime reduction.

What is a skill acquisition plan?

A skill acquisition plan is the written plan which is developed by the Behavior Analyst that contains information about behavior programming for the purposes of teaching certain skills.

What factors affect skill acquisition?

Inherited factors affecting skill acquisition include gender, age, race, somatotype (body shape), muscle-fibre composition, information-processing capacity and aptitude for the activity. These can be described as the natural ability of the athlete.

The top ten skills graduate recruiters want

Commercial awareness (or business acumen) This is about knowing how a business or industry works and what makes a company tick. ...
Communication. ...
Teamwork. ...
Negotiation and persuasion. ...
Problem solving. ...
Leadership. ...
Organization. ...
Perseverance and motivation.

5 REASONS FOR SKILL AQUISITION

Raising Capital. It is vitally important for you to become skilled at raising money. ...
Strategic Planning. Being good at starting a business does not automatically make you good at planning for growth. ...
Crisis Management. ...
Decision Making. ...
Communication.

The Importance of Skill Acquisition

WHAT IS A PERSON’S ABILITY?

Ties. power or capacity to do or act physically, mentally, legally, morally, financially, etc. competence in an activity or occupation because of one’s skill, training, or other qualification: the ability to sing well. abilities, talents; special skills or aptitudes: Composing music is beyond his abilities.

What are the types of skill acquisition?

Barbing. This is one of the lucrative vocational skills for people to learn. ...
Fashion Design. Girls learning a skill at a fashion institute. ...
Automobile Repairs. ...
Painters. ...
Information Technology. ...
Management and Administration. ...
Media Skills.

OTHER LEARNING LEARNING SKILLS?

The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond.

Critical Thinking

Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain” activity, they are usually referring to critical thinking. Here are some of the main critical-thinking abilities:

Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together.
Arguing is using a series of statements connected logically together, backed by evidence, to reach a conclusion.
Classifying is identifying the types or groups of something, showing how each category is distinct from the others.
Comparing and contrasting is pointing out the similarities and differences between two or more subjects.
Defining is explaining the meaning of a term using denotation, connotation, example, etymology, synonyms, and antonyms.
Describing is explaining the traits of something, such as size, shape, weight, color, use, origin, value, condition, location, and so on.
Evaluating is deciding on the worth of something by comparing it against an accepted standard of value.
Explaining is telling what something is or how it works so that others can understand it.
Problem solving is analyzing the causes and effects of a problem and finding a way to stop the causes or the effects.
Tracking cause and effect is determining why something is happening and what results from it.

Creative Thinking

Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of “right brain” activity, they most often mean creative thinking. Here are some of the more common creative thinking abilities:

Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible.
Creating something requires forming it by combining materials, perhaps according to a plan or perhaps based on the impulse of the moment.
Designing something means finding the conjunction between form and function and shaping materials for a specific purpose.
Entertaining others involves telling stories, making jokes, singing songs, playing games, acting out parts, and making conversation.
Imagining ideas involves reaching into the unknown and impossible, perhaps idly or with great focus, as Einstein did with his thought experiments.
Improvising a solution involves using something in a novel way to solve a problem.
Innovating is creating something that hasn’t existed before, whether an object, a procedure, or an idea.
Overturning something means flipping it to get a new perspective, perhaps by redefining givens, reversing cause and effect, or looking at something in a brand new way.
Problem solving requires using many of the creative abilities listed here to figure out possible solutions and putting one or more of them into action.
Questioning actively reaches into what is unknown to make it known, seeking information or a new way to do something.

Communicating

Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and context of a message.
Choosing a medium involves deciding the most appropriate way to deliver a message, ranging from a face-to-face chat to a 400-page report.
Evaluating messages means deciding whether they are correct, complete, reliable, authoritative, and up-to-date.
Following conventions means communicating using the expected norms for the medium chosen.
Listening actively requires carefully paying attention, taking notes, asking questions, and otherwise engaging in the ideas being communicated.
Reading is decoding written words and images in order to understand what their originator is trying to communicate.
Speaking involves using spoken words, tone of voice, body language, gestures, facial expressions, and visual aids in order to convey ideas.
Turn taking means effectively switching from receiving ideas to providing ideas, back and forth between those in the communication situation.
Using technology requires understanding the abilities and limitations of any technological communication, from phone calls to e-mails to instant messages.

WRITING SKILL

Writing involves encoding messages into words, sentences, and paragraphs for the purpose of communicating to a person who is removed by distance, time, or both.

Communication (from Latin communicate, meaning "to share")[1] is the act of conveying meanings from one entity or group to another through the use of mutually understood signs, symbols, and semiotic rules.

The main steps inherent to all communication are:[2]

The formation of communicative motivation or reason.
Message composition (further internal or technical elaboration on what exactly to express).
Message encoding (for example, into digital data, written text, speech, pictures, gestures and so on).
Transmission of the encoded message as a sequence of signals using a specific channel or medium.
Noise sources such as natural forces and in some cases human activity (both intentional and accidental) begin influencing the quality of signals propagating from the sender to one or more receivers.
Reception of signals and reassembling of the encoded message from a sequence of received signals.
Decoding of the reassembled encoded message.
Interpretation and making sense of the presumed original message.

The scientific study of communication can be divided into:

Information theory which studies the quantification, storage, and communication of information in general;
Communication studies which concerns human communication;
Biosemiotics which examines communication in and between living organisms in general.

The channel of communication can be visual, auditory, tactile/herpetic (e.g. Braille or other physical means), olfactory, electromagnetic, or biochemical.

Human communication is unique for its extensive use of abstract language. Development of civilization has been closely linked with progress in telecommunication.

Collaborating

Allocating resources and responsibilities ensures that all members of a team can work optimally.
Brainstorming ideas in a group involves rapidly suggesting and writing down ideas without pausing to critique them.
Decision-making requires sorting through the many options provided to the group and arriving at a single option to move forward.
Delegating means assigning duties to members of the group and expecting them to fulfill their parts of the task.
Evaluating the products, processes, and members of the group provides a clear sense of what is working well and what improvements could be made.
Goal setting requires the group to analyze the situation, decide what outcome is desired, and clearly state an achievable objective.
Leading a group means creating an environment in which all members can contribute according to their abilities.
Managing time involves matching up a list of tasks to a schedule and tracking the progress toward goals.
Resolving conflicts occurs from using one of the following strategies: asserting, cooperating, compromising, competing, or deferring.
Team building means cooperatively working overtime to achieve a common goal.

SKILLED VERSUS UNSKILLED

The market has changed drastically for skilled and unskilled laborers. There is a growing demand for skills, particularly specialized skills. As a result, the United States has seen a greater demand for education.

Unskilled labor, when measured by educational attainment, refers to jobs that require a high school diploma only, or could be filled by a high school dropout who masters specific skills. Skilled labor requires additional skills or education. While the demand for unskilled labor has decreased, the labor pool has also significantly decreased. Unskilled laborers are dropping out of the job market or increasing their skill level.

Unskilled labor, when measured by educational attainment, refers to jobs that require a high school diploma only, or could be filled by a high school dropout who masters specific skills. Skilled labor requires additional skills or education.

Types of Skilled Labor

Skilled labor refers to labor that requires workers who have specialized training or a learned skill-set to perform the work. These workers can be either blue-collar or white-collar workers, with varied levels of training or education. Very highly skilled workers may fall under the category of professionals, rather than skilled labor, such as doctors and lawyers.

Examples of skilled labor occupations are: electricians, law enforcement officers, computer operators, financial technicians, and administrative assistants. Some skilled labor jobs have become so specialized that there are worker shortages.

Types of Unskilled Labor

Unskilled labor does not require workers to have special training or skills. The jobs that require unskilled labor are continually shrinking due to technological and societal advances. Jobs that previously required little or no training now require training. For example, labor that was once done manually now may be assisted by computers or other technology, requiring the worker to have technological skills.

Examples of remaining unskilled labor occupations generally include farm laborers, grocery clerks, hotel maids, and general cleaners and sweepers. While these jobs are considered unskilled, each requires a degree of skill on the job. Farm laborers must operate precise machinery. Maids have a specific set of tasks to perform and inventory management responsibility while grocery clerks must manage money and learn how to stock shelves properly

Historical Context of Skill Requirements

Historically, unskilled workers had plentiful employment opportunities in America. From farming to factory jobs, unskilled laborers were able to find work, even if this meant transitioning from a farming community to factories in the cities. Unskilled laborers earned less money than skilled laborers, but during the 1980s and 1990s the wage gap between skilled and non-skilled laborers began to grow.

Today the job market demands increasing skill levels. Many jobs that were once considered unskilled labor now demand semi- or mid-skill labor.

Semi- or Mid-Skill Labor

Semi- or mid-skill labor addresses the increase in demand for skills, even for less complex jobs. These jobs require some skill because they are more complex than those that can be performed by a non-skilled laborer. However, they do not require highly specialized skills.

Examples of mid-skill jobs include truck drivers, typists and customer service representatives. These jobs generally require more than a high-school diploma, but less than a college degree.

FEAR

Fear is the symptom and failure is disease of procrastination

Fear in human beings may occur in response to a certain stimulus occurring in the present, or in anticipation or expectation of a future threat perceived as a risk to body or life. The fear response arises from the perception of danger leading to confrontation with or escape from/avoiding the threat (also known as the fight-or-flight response), which in extreme cases of fear (horror and terror) can be a freeze response or paralysis.

In humans and animals, fear is modulated by the process of cognition and learning. Thus fear is judged as rational or appropriate and irrational or inappropriate. An irrational fear is called a phobia.

Psychologists such as John B. Watson, Robert , and Paul Ekman have suggested that there is only a small set of basic or innate emotions and that fear is one of them.

This hypothesized set includes such emotions as acute stress reaction, anger, angst, anxiety, fright, horror, joy, panic, and sadness. Fear is closely related to, but should be distinguished from, the emotion anxiety, which occurs as the result of threats that are perceived to be uncontrollable or unavoidable.[1] The fear response serves survival by engendering appropriate behavioral responses, so it has been preserved throughout evolution.[2] Sociological and organizational research also suggests that individuals’ fears are not solely dependent on their nature but are also shaped by their social relations and culture, which guide their understanding of when and how much fear to feel.

Signs and symptoms

Many physiological changes in the body are associated with fear, summarized as the fight-or-flight response. An inborn response for coping with danger, it works by accelerating the breathing rate (hyperventilation), heart rate, vasoconstriction of the peripheral blood vessels leading to blushing and sanskadania of the central vessels (pooling), increasing muscle tension including the muscles attached to each hair follicle to contract and causing "goose bumps", or more clinically, piloerection (making a cold person warmer or a frightened animal look more impressive), sweating, increased blood glucose (hyperglycemia), increased serum calcium, increase in white blood cells called neutrophilic leukocytes, alertness leading to sleep disturbance and "butterflies in the stomach" (dyspepsia). This primitive mechanism may help an organism survive by either running away or fighting the danger.[4] With the series of physiological changes, the consciousness realizes an emotion of fear.

Causes

People develop specific fears as a result of learning. This has been studied in psychology as fear conditioning, beginning with John B. Watson’s Little Albert experiment in 1920, which was inspired after observing a child with an irrational fear of dogs. In this study, an 11-month-old boy was conditioned to fear a white rat in the laboratory. The fear became generalized to include other white, furry objects, such as a rabbit, dog, and even a ball of cotton.

Fear can be learned by experiencing or watching a frightening traumatic accident. For example, if a child falls into a well and struggles to get out, he or she may develop a fear of wells, heights (acrophobia), enclosed spaces (claustrophobia), or water (aquaphobia). There are studies looking at areas of the brain that are affected in relation to fear. When looking at these areas (such as the amygdala), it was proposed that a person learns to fear regardless of whether they themselves have experienced trauma, or if they have observed the fear in others. In a study completed by Andreas Olsson, Katherine I. Nearing and Elizabeth A. Phelps, the amygdala were affected both when subjects observed someone else being submitted to an aversive event, knowing that the same treatment awaited themselves, and when subjects were subsequently placed in a fear-provoking situation.[8] This suggests that fear can develop in both conditions, not just simply from personal history.

Fear is affected by cultural and historical context. For example, in the early 20th century, many Americans feared polio, a disease that can lead to paralysis.[9] There are consistent cross-cultural differences in how people respond to fear. Display rules affect how likely people are to show the facial expression of fear and other emotions. Emotions of fear could be also infuenced by gender. Research has shown participants were able to recognize the facial expression of fear significantly better on a male face than on a female face. Females also recognized fear generally better than males.[10]

Although many fears are learned, the capacity to fear is part of human nature. Many studies[11] have found that certain fears (e.g. animals, heights) are much more common than others (e.g. flowers, clouds). These fears are also easier to induce in the laboratory. This phenomenon is known as preparedness. Because early humans that were quick to fear dangerous situations were more likely to survive and reproduce, preparedness is theorized to be a genetic effect that is the result of natural selection.[12]

From an evolutionary psychology perspective, different fears may be different adaptations that have been useful in our evolutionary past. They may have developed during different time periods. Some fears, such as fear of heights, may be common to all mammals and developed during the mesozoic period. Other fears, such as fear of snakes, may be common to all simians and developed during the cenozoic time period. Still others, such as fear of mice and insects, may be unique to humans and developed during the paleolithic and neolithic time periods (when mice and insects become important carriers of infectious diseases and harmful for crops and stored foods).[13]

Fear is high only if the observed risk and seriousness both are high, and it is low if risk or seriousness is low.[14]

Top 10 types in the U.S

In a 2005 Gallup Poll (U.S.), a national sample of adolescents between the ages of 13 and 17 were asked what they feared the most. The question was open-ended and participants were able to say whatever they wanted. The top ten fears were, in order: terrorist attacks, spiders, death, failure, war, criminal or gang violence, being alone, the future, and nuclear war.[15]

In an estimate of what people fear the most, book author Bill Tancer analyzed the most frequent online queries that involved the phrase, "fear of..." following the assumption that people tend to seek information on the issues that concern them the most. His top ten list of fears published 2008 consisted of flying, heights, clowns, intimacy, death, rejection, people, snakes, failure, and driving.[16]

Common phobias

Fear of death.

Main article: Fear of death

Death anxiety is multidimensional; it covers "fears related to one’s own death, the death of others, fear of the unknown after death, fear of obliteration, and fear of the dying process, which includes fear of a slow death and a painful death".[20] Death anxiety is one’s uncertainty to dying. However, there is a more severe form of having a fear of death, which is known as Thanatophobia, which is anxiety over death that becomes debilitating or keeps a person from living their life.[

The Yale philosopher Shelly Kagan examined fear of death in a 2007 Yale open course[21] by examining the following questions: Is fear of death a reasonable appropriate response? What conditions are required and what are appropriate conditions for feeling fear of death? What is meant by fear, and how much fear is appropriate? According to Kagan for fear in general to make sense, three conditions should be met:

the object of fear needs to be "something bad"
there needs to be a non-negligible chance that the bad state of affairs will happen
there needs to be some uncertainty about the bad state of affairs

The amount of fear should be appropriate to the size of "the bad". If the three conditions are not met, fear is an inappropriate emotion. He argues, that death does not meet the first two criteria, even if death is a "deprivation of good things" and even if one believes in a painful afterlife. Because death is certain, it also does not meet the third criterion, but he grants that the unpredictability of when one dies may be cause to a sense of fear.[21]

In a 2003 study of 167 women and 121 men, aged 65–87, low self-efficacy predicted fear of the unknown after death and fear of dying for women and men better than demographics, social support, and physical health. Fear of death was measured by a "Multidimensional Fear of Death Scale" which included the 8 subscales Fear of Dying, Fear of the Dead, Fear of Being Destroyed, Fear for Significant Others, Fear of the Unknown, Fear of Conscious Death, Fear for the Body After Death, and Fear of Premature Death. In hierarchical multiple regression analysis the most potent predictors of death fears were low "spiritual health efficacy", defined as beliefs relating to one’s perceived ability to generate spiritually based faith and inner strength, and low "instrumental efficacy", defined as beliefs relating to one’s perceived ability to manage activities of daily living.[20]

Psychologists have tested the hypotheses that fear of death motivates religious commitment, and that assurances about an afterlife alleviate the fear; however, empirical research on this topic has been equivocal Religiosity can be related to fear of death when the afterlife is portrayed as time of punishment. "Intrinsic religiosity", as opposed to mere "formal religious involvement", has been found to be negatively correlated with death anxiety.[20] In a 1976 study of people of various Christian denominations, those who were most firm in their faith, who attended religious services weekly, were the least afraid of dying. The survey found a negative correlation between fear of death and "religious concern".

In a 2006 study of white, Christian men and women the hypothesis was tested that traditional, church-centered religiousness and de-institutionalized spiritual seeking are ways of approaching fear of death in old age. Both religiousness and spirituality were related to positive psychosocial functioning, but only church-centered religiousness protected subjects against the fear of death.

Fear of the unknown

Mechanism

Often laboratory studies with rats are conducted to examine the acquisition and extinction of conditioned fear responses.[29] In 2004, researchers conditioned rats (Rattus norvegicus) to fear a certain stimulus, through electric shock.[30] The researchers were able to then cause an extinction of this conditioned fear, to a point that no medications or drugs were able to further aid in the extinction process. However the rats did show signs of avoidance learning, not fear, but simply avoiding the area that brought pain to the test rats. The avoidance learning of rats is seen as a conditioned response, and therefore the behavior can be unconditioned, as supported by the earlier research.

Species-specific defense reactions (SSDRs) or avoidance learning in nature is the specific tendency to avoid certain threats or stimuli, it is how animals survive in the wild. Humans and animals both share these species-specific defense reactions, such as the flight-or-fight, which also include pseudo-aggression, fake or intimidating aggression and freeze response to threats, which is controlled by the sympathetic nervous system. These SSDRs are learned very quickly through social interactions between others of the same species, other species, and interaction with the environment.[31] These acquired sets of reactions or responses are not easily forgotten. The animal that survives is the animal that already knows what to fear and how to avoid this threat. An example in humans is the reaction to the sight of a snake, many jump backwards before cognitively realizing what they are jumping away from, and in some cases it is a stick rather than a snake.

As with many functions of the brain, there are various regions of the brain involved in deciphering fear in humans and other nonhuman species.[32] The amygdala communicates both directions between the prefrontal cortex, hypothalamus, the sensory cortex, the hippocampus, thalamus, septum, and the brainstem. The amygdala plays an important role in SSDR, such as the ventral amygdalofugal, which is essential for associative learning, and SSDRs are learned through interaction with the environment and others of the same species. An emotional response is created only after the signals have been relayed between the different regions of the brain, and activating the sympathetic nervous systems; which controls the flight, fight, freeze, fright, and faint response.[33][34] Often a damaged amygdala can cause impairment in the recognition of fear (like the human case of patient S.M.).[35] This impairment can cause different species to lack the sensation of fear, and often can become overly confident, confronting larger peers, or walking up to predatory creatures.

Robert C. Bolles (1970), a researcher at University of Washington, wanted to understand species-specific defense reactions and avoidance learning among animals, but found that the theories of avoidance learning and the tools that were used to measure this tendency were out of touch with the natural world.[36] He theorized the species-specific defense reaction (SSDR).[37] There are three forms of SSDRs: flight, fight (pseudo-aggression), or freeze. Even domesticated animals have SSDRs, and in those moments it is seen that animals revert to atavistic standards and become "wild" again. Dr. Bolles states that responses are often dependent on the reinforcement of a safety signal, and not the aversive conditioned stimuli. This safety signal can be a source of feedback or even stimulus change. Intrinsic feedback or information coming from within, muscle twitches, increased heart rate, are seen to be more important in SSDRs than extrinsic feedback, stimuli that comes from the external environment. Dr. Bolles found that most creatures have some intrinsic set of fears, to help assure survival of the species. Rats will run away from any shocking event, and pigeons will flap their wings harder when threatened. The wing flapping in pigeons and the scattered running of rats are considered species-specific defense reactions or behaviors. Bolles believed that SSDRs are conditioned through Pavlovian conditioning, and not operant conditioning; SSDRs arise from the association between the environmental stimuli and adverse events.[38] Michael S. Fanselow conducted an experiment, to test some specific defense reactions, he observed that rats in two different shock situations responded differently, based on instinct or defensive topography, rather than contextual information.[39]

Species-specific defense responses are created out of fear, and are essential for survival.[40] Rats that lack the gene stathmin show no avoidance learning, or a lack of fear, and will often walk directly up to cats and be eaten.[41] Animals use these SSDRs to continue living, to help increase their chance of fitness, by surviving long enough to procreate. Humans and animals alike have created fear to know what should be avoided, and this fear can be learned through association with others in the community, or learned through personal experience with a creature, species, or situations that should be avoided. SSDRs are an evolutionary adaptation that has been seen in many species throughout the world including rats, chimpanzees, prairie dogs, and even humans, an adaptation created to help individual creatures survive in a hostile world.

Fear learning changes across the lifetime due to natural developmental changes in the brain.[42][43] This includes changes in the prefrontal cortex and the amygdala.

Neurocircuit in mammals

Pheromones and why fear can be contagious

In threatening situations insects, aquatic organisms, birds, reptiles, and mammals emit odorant substances, initially called alarm substances, which are chemical signals now called alarm pheromones ("Schreckstoff" in German). This is to defend themselves and at the same time to inform members of the same species of danger and leads to observable behavior change like freezing, defensive behavior, or dispersion depending on circumstances and species. For example, stressed rats release odorant cues that cause other rats to move away from the source of the signal.

After the discovery of pheromones in 1959, alarm pheromones were first described in 1968 in ants[59] and earthworms,[60] and four years later also found in mammals, both mice and rats.[61] Over the next two decades identification and characterization of these pheromones proceeded in all manner of insects and sea animals, including fish, but it was not until 1990 that more insight into mammalian alarm pheromones was gleaned.

Earlier, in 1985, a link between odors released by stressed rats and pain perception was discovered: unstressed rats exposed to these odors developed opioid-mediated analgesia.[62] In 1997, researchers found that bees became less responsive to pain after they had been stimulated with isoamyl acetate, a chemical smelling of banana, and a component of bee alarm pheromone.[63] The experiment also showed that the bees’ fear-induced pain tolerance was mediated by an endorphine.

By using the forced swimming test in rats as a model of fear-induction, the first mammalian "alarm substance" was found.[64] In 1991, this "alarm substance" was shown to fulfill criteria for pheromones: well-defined behavioral effect, species specificity, minimal influence of experience and control for nonspecific arousal. Rat activity testing with the alarm pheromone, and their preference/avoidance for odors from cylinders containing the pheromone, showed that the pheromone had very low volatility.[65]

In 1993 a connection between alarm chemosignals in mice and their immune response was found.[66] Pheromone production in mice was found to be associated with or mediated by the pituitary gland in 1994.[67]

In 2004, it was demonstrated that rats’ alarm pheromones had different effects on the "recipient" rat (the rat perceiving the pheromone) depending which body region they were released from: Pheromone production from the face modified behavior in the recipient rat, e.g. caused sniffing or movement, whereas pheromone secreted from the rat’s anal area induced autonomic nervous system stress responses, like an increase in core body temperature.[68] Further experiments showed that when a rat perceived alarm pheromones, it increased its defensive and risk assessment behavior,[69] and its acoustic startle reflex was enhanced.

It was not until 2011 that a link between severe pain, neuroinflammation and alarm pheromones release in rats was found: real time RT-PCR analysis of rat brain tissues indicated that shocking the footpad of a rat increased its production of proinflammatory cytokines in deep brain structures, namely of IL-1β, heteronuclear Corticotropin-releasing hormone and c-fos mRNA expressions in both the paraventricular nucleus and the bed nucleus of the stria terminalis, and it increased stress hormone levels in plasma (corticosterone).[70]

The neurocircuit for how rats perceive alarm pheromones was shown to be related to the hypothalamus, brainstem, and amygdalae, all of which are evolutionary ancient structures deep inside or in the case of the brainstem underneath the brain away from the cortex, and involved in the fight-or-flight response, as is the case in humans.[71]

Alarm pheromone-induced anxiety in rats has been used to evaluate the degree to which anxiolytics can alleviate anxiety in humans. For this the change in the acoustic startle reflex of rats with alarm pheromone-induced anxiety (i.e. reduction of defensiveness) has been measured. Pretreatment of rats with one of five anxiolytics used in clinical medicine was able to reduce their anxiety: namely midazolam, phenelzine (a nonselective monoamine oxidase (MAO) inhibitor), propranolol, a nonselective beta blocker, clonidine, an alpha 2 adrenergic agonist or CP-154,526, a corticotropin-releasing hormone antagonist.[72]

Faulty development of odor discrimination impairs the perception of pheromones and pheromone-related behavior, like aggressive behavior and mating in male rats: The enzyme Mitogen-activated protein kinase 7 (MAPK7) has been implicated in regulating the development of the olfactory bulb and odor discrimination and it is highly expressed in developing rat brains, but absent in most regions of adult rat brains. Conditional deletion of the MAPK7gene in mouse neural stem cells impairs several pheromone-mediated behaviors, including aggression and mating in male mice. These behavior impairments were not caused by a reduction in the level of testosterone, by physical immobility, by heightened fear or anxiety or by depression. Using mouse urine as a natural pheromone-containing solution, it has been shown that the impairment was associated with defective detection of related pheromones, and with changes in their inborn preference for pheromones related to sexual and reproductive activities.[73]

Lastly, alleviation of an acute fear response because a friendly peer (or in biological language: an affiliative conspecific) tends and befriends is called "social buffering". The term is in analogy to the 1985 "buffering" hypothesis in psychology, where social support has been proven to mitigate the negative health effects of alarm pheromone mediated distress.[74] The role of a "social pheromone" is suggested by the recent discovery that olfactory signals are responsible in mediating the "social buffering" in male rats.[75] "Social buffering" was also observed to mitigate the conditioned fear responses of honeybees. A bee colony exposed to an environment of high threat of predation did not show increased aggression and aggressive-like gene expression patterns in individual bees, but decreased aggression. That the bees did not simply habituate to threats is suggested by the fact that the disturbed colonies also decreased their foraging.[76]

Biologists have proposed in 2012 that fear pheromones evolved as molecules of "keystone significance", a term coined in analogy to keystone species. Pheromones may determine species compositions and affect rates of energy and material exchange in an ecological community. Thus pheromones generate structure in a food web and play critical roles in maintaining natural systems.[77]

Fear pheromones in humans

Evidence of chemosensory alarm signals in humans has emerged slowly: Although alarm pheromones have not been physically isolated and their chemical structures have not been identified in humans so far, there is evidence for their presence. Androstadienone, for example, a steroidal, endogenous odorant, is a pheromone candidate found in human sweat, auxiliary hair and plasma. The closely related compound androstenone is involved in communicating dominance, aggression or competition; sex hormone influences on androstenone perception in humans showed a high testosterone level related to heightened androstenone sensitivity in men, a high testosterone level related to unhappiness in response to androstenone in men, and a high estradiol level related to disliking of androstenone in women.[78]

A German study from 2006 showed when anxiety-induced versus exercise-induced human sweat from a dozen people was pooled and offered to seven study participants, of five able to olfactorily distinguish exercise-induced sweat from room air, three could also distinguish exercise-induced sweat from anxiety induced sweat. The acoustic startle reflex response to a sound when sensing anxiety sweat was larger than when sensing exercise-induced sweat, as measured by electromyo graph analysis of the orbital muscle, which is responsible for the eye blink component. This showed for the first time that fear chemo signals can modulate the startle reflex in humans without emotional mediation; fear chemo signals primed the recipient’s "defensive behavior" prior to the subjects’ conscious attention on the acoustic startle reflex level.[79]

In analogy to the social buffering of rats and honeybees in response to chemo signals, induction of empathy by "smelling anxiety" of another person has been found in humans.

A study from 2013 provided brain imaging evidence that human responses to fear chemo signals may be gender-specific. Researchers collected alarm-induced sweat and exercise-induced sweat from donors extracted it, pooled it and presented it to 16 unrelated people undergoing functional brain MRI.

While stress-induced sweat from males produced a comparably strong emotional response in both females and males, stress-induced sweat from females produced a markedly stronger arousal in women than in men. Statistical tests pinpointed this gender-specificity to the right amygdala and strongest in the superficial nuclei. Since no significant differences were found in the olfactory bulb, the response to female fear-induced signals is likely based on processing the meaning, i.e. on the emotional level, rather than the strength of chemosensory cues from each gender, i.e. the perceptual level.[81]

An approach-avoidance task was set up where volunteers seeing either an angry or a happy cartoon face on a computer screen pushed away or pulled toward them a joystick as fast as possible. Volunteers smelling anandrostadienone, masked with clove oil scent responded faster, especially to angry faces, than those smelling clove oil only, which was interpreted as anandrostadienone-related activation of the fear system.[82] A potential mechanism of action is, that androstadienone alters the "emotional face processing". Androstadienone is known to influence activity of the fusiform gyrus which is relevant for face recognition.

Management

Pharmaceutical

A drug treatment for fear conditioning and phobias via the amygdalae is the use of glucocorticoids.[83] In one study, glucocorticoid receptors in the central nuclei of the amygdalae were disrupted in order to better understand the mechanisms of fear and fear conditioning. The glucocorticoid receptors were inhibited using lentiviral vectors containing Cre-recombinase injected into mice. Results showed that disruption of the glucocorticoid receptors prevented conditioned fear behavior. The mice were subjected to auditory cues which caused them to freeze normally. However, a reduction of freezing was observed in the mice that had inhibited glucocorticoid receptors.[84]

Psychology

Cognitive behavioral therapy has been successful in helping people overcome their fear. Because fear is more complex than just forgetting or deleting memories, an active and successful approach involves people repeatedly confronting their fears. By confronting their fears in a safe manner a person can suppress the "fear-triggering memories" or stimuli.[85]

Exposure therapy has known to have helped up to 90% of people with specific phobias to significantly decrease their fear over time.[47][85]

Another psychological treatment is systematic desensitization, which is a type of behavior therapy used to completely remove the fear or produce a disgusted response to this fear and replace it. The replacement that occurs will be relaxation and will occur through conditioning. Through conditioning treatments, muscle tensioning will lessen and deep breathing techniques will aid in de-tensioning.

Other Treatments

There are other methods for treating or coping with one’s fear, such as writing down rational thoughts regarding fears. Journal entries are a healthy method of expressing one’s fears without compromising safety or causing uncertainty. Another suggestion is a fear ladder. To create a fear ladder, one must write down all of their fears and score them on a scale of one to ten. Next, the person addresses their phobia, starting with the lowest number.

Finding solace in religion is another method to cope with one’s fear. Having something to answer your questions regarding your fears, such as, what happens after death or if there is an afterlife, can help mitigate one’s fear of death because there is no room for uncertainty as their questions are answered. Religion offers a method of being able to understand and make sense of one’s fears rather than ignore them.[86]

PROCRASTINATION OVERCOME

To overcome procrastination does it immediately, not later, later.

Don’t think you have enough time to execute your project or your task.

Procrastination is enemy of good future, fear is the symptom and failure is the disease that will paralyze somebody life if proper caution is not takes.

To all parents begging to understudy your children if he or she is lazy, or have the procrastination attitude, catch them young is the solution to such attitude.

Correct your children immediately from procrastinate attitude. It is very easy to correct children while they are very young unless the fears and procrastination will over shadow them.

One of our adept say teach your children the way of Lord so that he or she will give you rest,

Spirit of Laziness, unseriousness, lackadaisical attitude and weary is the beginning of procrastination attitude and it must be avoid from the youths.

11 Ways to Overcome Procrastination

Everyone has put off a task at some point in their life. (Take, for example, this article that I had planned on posting yesterday...) But have you ever wondered why you — or others — procrastinate? While some view it (in themselves or other people) as laziness, there might be something else at play.

In psychology, it has long been believed that people who procrastinate have a faulty sense of time — that they think they will have more time to get something done than they actually do. While that may be true for some, more recent research suggests procrastination is linked to difficulty managing distress. Specifically, it seems that task aversion is to blame — that is, when people view a task in an unpleasant manner (“It will be tough, boring, painful...”), they are more likely to put it off.

While procrastinators may be trying to avoid distress, this approach can ironically cause more distress in the long run. Procrastination can lead to increased stress, health problems, and poorer performance. Procrastinators tend to have more sleep issues and experience greater stressful regret than non-procrastinators. What’s more, procrastination can also hinder your self-esteem with the guilt, shame, or self-critical thoughts that can result from putting off tasks.

If you struggle with putting things off, try any of these tips to get you on track:

1. Get rid of catastrophizing.

One of the biggest reasons people procrastinate is because they catastrophist, or make a huge deal out of something. It may be related to how tough, how boring, or how painful it will be to complete the task; whatever the case, the underlying theme is that doing the task will be “unbearable.”

In reality, challenges, boredom, and hard work will not kill you — or even make you sick. Procrastination, on the other hand, is associated with stress — think of the stress you feel when you avoid making a phone call you know you need to make. So keep things in perspective: “Sure, this is not my favorite task, but I can get through it.”

2. Focus on your “why.”

Procrastinators focus more on short-term gains (avoiding the distress associated with the task), as opposed to long-term results (the stress of not doing it, as well as the consequences of avoiding this task). Instead, try focusing on why you are doing this task: What are the benefits of completing it?

If you’ve been putting off cleaning out a closet, imagine walking into the closet when it is decluttered and how good that will feel. And consider how much money you will make by selling the items on eBay, or how those in need will feel when they receive these items as donations.

If it is an exercise program you have been avoiding, focus on how exercising will help you have more positive energy, give you a boost of self-esteem, and serve as a great role model for your children.

3. Get out your calendar.

Projects that will get done "when I have time” (as in “I will do it when I have time”) tend not to get done very often, if ever. You need to schedule when you are going to work on a project and block out that time, just as you would an important meeting.

And when it is time to do your work, set a timer so you can be focused for the entire allotted time.

4. Be realistic.

As you establish your schedule, set yourself up for success. Projects often take much longer than expected, so bake in some extra time. And look for ways to make it easier on yourself: If, for example, you are not a morning person, don’t expect yourself to get up an hour early to start the exercise program you have put off for months. It might be better to schedule that activity during lunch or before dinner.

5. Chunk it.

When a task seems overbearing, procrastination often follows. So how can you break that task into smaller, more manageable parts? For example, if you want to write a book, you may choose to make an outline, identify each chapter, figure out the sections in the chapters, and then commit to writing one segment at a time. Chunking it down like this will help you feel less overwhelmed and more empowered.

6. Excuses be gone.

Do any of these sound familiar? “I need to be in the mood.” “I will wait until I have time.” “I work better under pressure.” “I need X to happen before I can start.”

Stop it!

Be honest with yourself: These are excuses. Sure, it might be nice to “be in the mood,” but waiting for that to happen can mean you never start your project.

7. Get a partner.

Establish specific deadlines for completing a task. Then find someone who will help you be accountable. It could be a promise to your boss or client that you will complete the job by a certain date. Or it may be a coach who helps you stay on track. Or simply find an accountability partner. In this relationship, you connect with someone (on the phone, for example) at certain time intervals (such as once per week) and commit to what you will do before your next meeting. Not wanting to go back on your word, this can be a great way to squash procrastination. (Note: In an effort to save your relationship with your significant other, I recommend this person not be your partner. You don’t want a lack of follow-through to cause tension between you.)

8. Optimize your environment.

Your environment can help or hinder your productivity. Beware especially of technology, such as your email or messenger that keeps pinging to let you know someone has reached out. Social media, internet “research” that leads you far off track, and phone calls can lead to procrastination.

So try this: During your scheduled block of time for working on a particular task, close your email and IM, turn off your phone (or at least set it on “Do Not Disturb” and put it out of sight), and don’t let yourself get on the web until you have completed the task, or hold off any necessary internet searches until the end.

9. Reward good behavior.

Establish a reward if — and only if — you do what you set out to do. Do not let yourself binge that new Netflix show, check your social media, or get lunch until you complete what you’ve scheduled. So instead of using these tasks and distractions to procrastinate, make them contingent on you actually finishing what you schedule yourself to do.

10. Forgive yourself.

Stop beating yourself up about the past. Thoughts such as “I should have started earlier” or “I always procrastinate; I am such a loser” will only make matters worse. Research shows that forgiving yourself for past procrastination will help you stop putting off working on a task.

You can try to use past procrastination to your advantage as well. How? Determine what went into your avoidance — fear, stress, not having a good understanding of how to progress, lack of accountability, etc. Then address those obstacles in the present and future. If, for example, it was fear that contributed to your procrastination, what steps can you take to feel more empowered and less fearful next time around?

11. Drop the perfectionism.

Perfectionism is an all-or-nothing mentality: Something is either perfect, or it is a failure. People with perfectionistic tendencies tend to wait until things are perfect in order to proceed — so, if it’s not perfect, you cannot be finished. Or if it is not the perfect time, you believe you can’t start. This all-or-nothing mentality can hold you back from starting or completing tasks.

Instead, focus on being better than perfect. This means to still strive for excellence, creating excellence, or setting yourself up with excellent conditions, but at the same time, you focus on getting the job done.

CONCLUSION

Procrastination is the enemy of progress and fear is the killer of vision.

A skillful person speaks with confidence while the none skilful is filled with fear. Entrepreneurial skills builds individual self esteem, engender growth process and changes that is never ending.

Therefore, friends learned or not, are hereby encouraged to go for skills acquisition because good and lucrative skills acquired can make ways where it seems there is no way.

Procrastination is the manner that we should avoid as a youths because procrastination and fear are the killer of vision.

Train hard and win easily. Read wide and pass easily.

Success is sweet but the secret behind success is pain, hard work and sweat.

There is fat in dirty, get your hand dirty. Dirt is fat.

Get a small business, big money. Start and grow your small business into a cash generating machine.

Learn new skill, used your talents to make money .wait for nobody so that you will not waste in life because time wait for nobody.

This book is for today youths.

FEAR IS THE DISEASEpage

5 CHAPTERS

ACKNOWLEDGEMENT

I acknowledgement the Almighty God who gave me the wisdom, knowledge and understanding to write and package this new innovation book for our generation.

I recognize the present of God in my life.

Copy right C2019

DADA EMMANUEL OLAYINKA. DEO

First publication with your organization

For further info +234 08056376261

+234 07066602552

APPRICIATION

I appreciation the present of God in my life for given me opportunity to write this beautiful book.

This is a very special package and landmark in our history. I am delighted that you will accept my innovation. Thank you for being a part of our remarkable story.

I also appreciate my Daddy who stood by me always by name CHIEF J. O.DADA. And my two daughters Victoria and Grace Dada.

THANKS, GOD WILL BLESS YOU ALL

ACKNOWLEDGEMENT

I acknowledgement the Almighty God who gave me the wisdom, knowledge and understanding to write and package this new innovation book for our generation.

I recognize the present of God in my life.

Copy right C2019

DADA EMMANUEL OLAYINKA .DEO

First publication with your organization

For further info +234 08056376261

+234 07066602552

Behavioral criteria of academic procrastination [edit]

Psychological perspective

Coping responses

Cultural perspective

Health perspective

Management

Severe and negative impact

Correlates

Perfectionism

Academic

.

Skills

HARD SKILL

OTHER LEARNING LEARNING SKILLS?

Types of Skilled Labor

Signs and symptoms

Causes

Top 10 types in the U.S

Common phobias

Fear of death.

Fear of the unknown

Mechanism

Neurocircuit in mammals

Pheromones and why fear can be contagious

Fear pheromones in humans

Management

Pharmaceutical

Psychology

Other Treatments

Spirit of Laziness, unseriousness, lackadaisical attitude and weary is the beginning of procrastination attitude and it must be avoid from the youths.

11 Ways to Overcome Procrastination

You.

Nominations

STORY

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