...SHIFT COURSES AFTER 1-2 YEARS by vince silva on 29 September 2014 INTRODUCTION One of the major factors that have been affecting college students to graduate earlier is the shifting of courses of the college student, especially after the first to second year of experience of the student’s studies. Shifting of course is a way of college students to change their chosen program to another that may have been caused by many incompatibility of the student to compete in that specific chosen program. According to the Office of the University Registrar of DLSU “shifting refers to a transfer from one program to another of the same level. A level may refer to baccalaureate, masters, doctoral, or diploma/certificate”. In some college student’s perspective about shifting courses, is that shifting courses was caused by rejection of the problems of the student in that specific program In shifting courses there are four possible reasons why a college student demands to shift their course. The first possible reason in shifting course is the problem with the student’s course itself, if the course does not meet the demands of a student, it may cause failure or boredom to the student that makes them change course. Second reason is the problem with the place or university, if the place causes uncomfortable aura to the students, then it may cause unhappiness or unsatisfactory to their needs. Third reason is the financial problem, if the fund of the student to study in a specific course is insufficient...
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...Detailed Lesson Plan in English 1 (COMPARISON OF ADJECTIVES) Submitted by: ADRIAN R. CAPALAR LANCE M. RELATIVO EUGENE S. JAMIAS Submitted to: MR. ERNESTO P.CADS Detailed Lesson Plan in English I-Objectives During the period, the students are expected to: 1. Use the different forms of comparison of adjective correctly; 2. Enumerate the rules in comparing things.persons and places; 3.Participate in activities relevant to the topic. II-Subject Matter Topic: Comparison of Adjectives Reference: Better English for Philippine High School Josephine Serrano pp.149-151 Materials: Pictures, chalk,visual aids. III-Procedure Teacher's Activities Student's Activities Task 1-Routinely Activities 1.Prayer Let us start our day casting our- selves to the lord.Everybody is invited (the students stand for an opening prayer) to stand for an opening prayer. _________________,Lead the prayer. Let us pray classmate.In the name of the father and the son and of the holy Holy spirit....AMEN 2.Greetings GOOD MORNING CLASS!!! GOODMRNING SIR LANCE You...
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...QUESTIONAIRE FOR COLLEGE STUDENTS A. FINANCIAL CAPABILITY ResponsesItem No. | 1-ALWAYS | 2-SOMETIMES | 3-RARELY | 4-NEVER | 1. Does your priority course require high financial needs? | 13(26%) | 25(50%) | 10(20%) | 2(4%) | 2. Do your requirements in your course very affordable for you? | 12(24%) | 32(64%) | 3(6%) | 3(6%) | 3. Do your parents give you enough financial support? | 25(50%) | 19(38%) | 6(12%) | 0 | 4. Do you have enough resources to supply your needs in your course? | 15(30%) | 29(58%) | 6(12%) | 0 | 5. Does an academic scholarship warrant your studies? | 8(16%) | 18(36%) | 9(18%) | 15(30%) | B. INTEREST 1. Are you interested in the subject areas you engaged in your course? | 28(56%) | 18(36%) | 4(8%) | 0 | 2. Did you enjoy your chosen course? | 33(66%) | 13(26%) | 3(6%) | 1(2%) | 3. Did you find yourself really interested in your chosen course? | 29(58%) | 16(32%) | 2(4%) | 3(6%) | 4. Does it make you do your best in every way? | 30(60%) | 12(24%) | 7(14%) | 1(2%) | 5. Do the facilities offer you to become more interested? | 22(44%) | 24(48%) | 4(8%) | 0 | C. INTELLECTUAL CAPABILITY ResponsesItem no. | 1-STRONGLY AGREE | 2-AGREE | 3-STRONGLY DISAGREE | 4-DISAGREE | 1. Did you choose your course that fits your mental capability? | 11(22%) | 30(60%) | 7(14%) | 2(4%) | 2. Do you find your course very easy? | 11(22%) | 22(44%) | 14(28%) | 3(6%) | 3. Did you catch-up fast and quickly to every lesson? | 12(24%) | 30(60%) | 8(16%) | 0 | 4. Did your...
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...follow the footsteps of their parents, some are applying for the course because it sounds easy while some are applying for the course because of the big profit that the future job can offer. According to Vince Silva (2014) an engineering student, one of the major factors that have been affecting college students to graduate earlier is the shifting of courses of the college student, especially after the first to second year of experience of the student's studies. Shifting of course is a way of college students to change their chosen program to another that may have been chosen by many. In this generation many college students shift courses because of personal, social, and educational conflicts. Shifting courses became a delay for the progressing development of the country even in the Philippines. It is commonly experienced these days that a good number of freshmen students shift from one course to another every semester. It has always been a burden on the part of the student's immediate superior who approved the shifting of courses. In fact, the incidence of indecision in occupational choice among college students has become a burden to some faculty members in college level, since shifting is a product of irrational decision which is notably interferes with the educational growth of the students. According to the University of West England, one of the reasons why students change their college major or course is because the academic level is too high or low for the student...
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...Overview When students begin college, they're often intimidated by the rarified atmosphere of intellectual life, so their colleges walk them through course enrollment and see to it that they enroll in a variety of courses designed to give them a good start on academic life. After the first semester, however, students begin to make more informed and independent course choices, which may be based on requirements, practicalities, and personal bent. Is it Hard or Easy? Many freshmen and sometimes sophomores and upper classmen often try to schedule courses that they have heard are easy. This may be a symptom of laziness, but it may also be fear. Sometimes taking a course that seems easy is a practical concern: When a student enrolls in challenging courses, she may offset the workload by enrolling in one "easy" course so that she can still carry a full-time credit load for financial aid purposes and allow enough time and intellectual space for more challenging courses. In fact, College Board, a student advisement organization, recommends this approach. Who's the Professor? It's not unusual for students to try to get into a course because of the reputation of the professor teaching it. This may be because a professor is perceived as easy, or because the professor is an outstanding scholar in her field or because the professor is regarded as a fine teacher. It's a College Requirement Nearly all colleges and universities have general education requirements, which cover a variety...
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...ome tough choices that we need to make. More so, if we are about to begin a new chapter of our lives, like, getting married, moving out, or deciding on which college course to take. A quarter of our lives are spent deciding on the perfect course but with all the time that we had, why is it that we still doubt the career path that we have taken? Passion. When a student finally decides to follow his own passion and not that of his parents, course crisis would start to arise. It is in man’s nature to have freedom of self-expression and so in the midst of finishing a degree, he decided to change courses, one that is more his own. True Calling. Most of us pick our courses because of influences. We are still very indecisive at this stage and would take whatever solution is presented to us. What if we finally discover what we are truly meant for? What if we realize that we should be doing something on another field. What then? Do we still continue? Just study again? Maybe this moment of thought will just go away by itself? I don’t think so. Job Market. Let’s be honest. Money is probably the most influential driving force why we choose our courses. What if right when we are in the middle of finishing our studies there’s a sudden change in opportunities. Take Nursing for example, itâ €™s the hottest trend in college education but we are hearing recent news that there is an oversupply of nurses in the country. Would you shift to a more in-demand education or try to wait it out and...
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...Are you really sure you want to shift course? Here are the relevant steps on how you’d change career course to help you out. Seek advice from experts of your new field. Ask someone you know who practices the profession that you want to have. Know if there is a way you can gain the same job in less time. Ask also for cheaper alternatives to finish the education needed, if there are any. You’d have greater chances, if you’re shifting course in same field or industry. You can make use of TESDA or other renowned Career Certifications in your field to shorten the time of your study and lessen your expenses. You just have to finish the prerequisites subjects or trainings in order to go to the next level. However, this does not mean that you’d attain a college degree. TESDA and other Career Certifications are separate entity from CHED, which administers education for college degrees. Consult your college guidance councilor. After you’ve get reliable info’s where you’d base your options, talk to your guidance councilor. This way you’d clear your goals more and eventually came up with the best career plan to shift career. Don’t be shy when you’re talking. Be honest with your thoughts and clear out your reasons. Visit your college registrar for assistance. After your self-realization and reality check, most likely you know where you’d head next. If you’d still want to shift career, seek assistance from your present as well as your future college registrar. Know the requirements for enrollment...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...PUPPY SALES . Skip Module Navigation Links Personal Information | | Student | | Financial Aid | | | | | | This is not an official transcript. Courses which are in progress may also be included on this transcript. | Institution Credit Transcript Totals Courses in Progress Transcript Data | STUDENT INFORMATION | Birth Date: | 25-OCT | Curriculum Information | | | | | | | Current Program | | | | | | | Associate of Applied Science | | | | | | | Program: | Richmond Med Asstng AAS | | | | | | | Campus: | Richmond | | | | | | | Major: | Medical Assisting | | | | | | | | | | | | | | | | | | | Secondary | | | | | | | Technical Certificate | | | | | | | Program: | Richmond Med Asstng TC | | | | | | | Campus: | Richmond | | | | | | | Major: | Medical Assisting | | | | | | | Major Concentration: | Phlebotomy | | | | | | | | ***Transcript type:Unofficial is NOT Official *** | | DEGREE AWARDED | Sought: | Associate of Applied Science | Degree Date: | | Curriculum Information | | | | | | | Primary Degree | Program: | Richmond Undeclared AAS | Campus: | Richmond | Major: | Undeclared | Major Concentration: | School of Health Sciences | | Sought: | Associate of Applied Science | Degree Date: | | Curriculum Information | | | | | | | Primary Degree | Program: | Richmond Med Asstng AAS | ...
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... 2013. 2013 Tuition and Fees Schedule Total Credits Required for Graduation Total Credits Taken at AIU Total Cost Per Credit Hour Total Program Cost (Includes all Software and Course Materials)1 Undergraduate Programs Associate of Arts in Business Administration (AABA) 90 90 90 180 180 180 180 180 90 90 90 180 180 180 180 180 $302 $302 $302 $302 Bachelor of Accounting (BACC) $302 $302 Bachelor of Fine Arts (BFA) $302 $302 $54,360 $54,360 Bachelor of Science in Criminal Justice (BSCJ) $54,360 $54,360 Bachelor of Information Technology (BIT) $27,180 $27,180 $27,180 $54,360 Associate of Science in Criminal Justice (ASCJ) Associate of Arts in Visual Communication (AAVC) Bachelor of Business Administration (BBA) Graduate Programs Master of Business Administration (MBA) 48 60 48 48 48 60 48 48 $582 Master of Accounting (MACC) $582 $582 Master of Education (M.Ed.) $442 $21,216 $34,920 $27,936 Master of Information Technology (MIT) $27,936 Notes 1. rogram tuition and total program cost are based upon total program credits, which may vary due to transferred credits or repeated courses. P 3. rogram tuition is charged per credit hour each quarter throughout the student’s program and is charged at the beginning of each quarter. P 4. nstitutional Charges include a custom suite of course materials that are provided to the student by Words of Wisdom, LLC. At the University’s discretion, books I may be delivered in an electronic (e-Book) or standard textbook format...
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...Criteria 8:05 – 8:35 Course Presentation (Batch 1- First 4 courses) 8:35 – 8:40 Intermission Number (HH Slick) 8:40 – 9:10 Course Presentation (Batch 2- Next 4 courses) 9:10 – 10:15 Question and Answer Portion 10:15 – 10:30 Awarding of Certificates/Tokens to Judges & Minor Awards 10:30 – 10:35 Closing Remarks 10:35 – 10:50 Awarding of Major Awards 10:50 onwards Party Time Freshies Frolic Timeline Late Start Part I. 7:00 – 7:05 Doxology 7:05 – 7:10 Philippine National Anthem 7:10 – 7:15 Introduction of Hosts 7:15 – 7:20 Opening Remarks 7:20 – 7:25 Production Number (Runggis) 7:25 – 7:30 Introduction of Judges 7:30 – 7:40 Production number (Mr. and Ms. Frolic) 7:40 – 8:25 Dinner Part II. 8:25 – 8:30 Reading of Criteria 8:30 – 9:00 Course Presentation (Batch 1- First 4 courses) 9:00 – 9:05 Intermission Number (HH Slick) 9:05 – 9:35 Course Presentation (Batch 2- Next 4 courses) 9:35 – 10:35 Question and Answer Portion 10:35 – 10:55 Awarding of Certificates/Tokens to Judges & Minor Awards 10:55 – 11:00 Closing Remarks 11:00 – 11:10 Awarding of Major Awards 11:10 onwards Party Time Freshies Frolic 2015 Flow of Events Part 1 I. Doxology ------------------------------------------------------------------ Dina (3 mins) II. Philippine National Anthem (2 mins) III. Introduction of Hosts (Lorie, Gabs, Alfonso) (10 mins) (Welcoming of Freshies, Roll-call of Courses, etc.) IV. Opening Remarks...
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...PROGRAM REQUIREMENTS SUMMARY CREDIT SUMMARY REQUIRED APPLIED DEFICIENT Maximum Lower Division Credits 75.0 69.0 0.0 Minimum Upper Division Credits 45.0 51.0 0.0 120.0 120.0 0.0 CREDIT TOTALS SECTION 3: REQUIRED COURSE OF STUDY GRADE REQUIRED APPLIED DEFICIENT Required Course of Study 63.0 63.0 0.0 Introductory Course 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 3.0 3.0 0.0 GEN/200 FOUNDATIONS FOR GENERAL EDUCATION AND PROFESSIONAL SUCCESS (LD) (3.0 credits) C Communications BCOM/275 BUSINESS COMMUNICATIONS AND CRITICAL THINKING (LD) (3.0 credits) D Business Information Systems BIS/220 INTRODUCTION TO COMPUTER APPLICATIONS AND SYSTEMS (LD) (3.0 credits) C Management I MGT/230 MANAGEMENT THEORY AND PRACTICE (LD) (3.0 credits) B+ Accounting I AC 201 PRINCIPLES OF ACCOUNTING I (LD) (3.0 credits) B NOTE Page 1 of 4 This audit provides an official summary of your applied and deficient credits as of the run date and time listed above, but is subject to change. Please review the courses, credits and other degree information provided. Please note that the specific courses in Section 3, 4, and 5 may be printed under slightly different headings than those contained in your Enrollment Agreement/Disclosure Agreement. If you have any questions or feel there is a discrepancy with your record, please contact your Academic Counselor...
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...(formerly called “degree audit”) reviews throughout your third year of Commerce – one will be in January 2016 (you need to print and submit your Academic Advisement to CBCD – see below), and the other in May 2016 (not required to submit). These reviews will determine if all academic requirements have been met in order to continue in the program. By the academic review in May 2016*: 1. 2. 3. 4. You must have completed at least 24 units of the course work set out for Lv. III of the Commerce Program in which you are registered; You must have attained a Cumulative GPA (formerly called “Cumulative Average”) of at least 7.0 at the end of Term 1 Fall 2015 of Lv. III; Your academic standing must be “Good Standing” (for example, for courses being applied to Lv. II Commerce and onwards, you cannot have failed more than 6 units of course work); You must have no greater than 102 units of degree coursework completed upon your return from internship. This total does NOT include the additional Chartered Professional Accountancy course work. Details for Submitting your Academic Advisement report in January: Date: Location: Thursday, January 14th OR Friday, January 15th By 4:00pm SE-CPD (DSB 112) Instructions You must submit a degree audit to DSB 112 immediately after Wednesday, January 13th (the last day for the drop & add period and registration for Term 2 Winter 2016.) FOR ACCURACY, DO NOT PRINT YOUR ACADEMIC ADVISMENT UNTIL AFTER JANUARY 13th. Once submitted...
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...Lecture/G:AllC:CAP658 Lecture/G:AllC:CAP659 /R:1-307S:D1113 /R:1-206S:D1113 Lecture/G:AllC:CAP618 /R:1-206S:D1E08 11111797 Home Section : D1113 Page No 1 Printed On 2/11/2013 9:16:54 PM C - Course Code, F - Faculty, G - Group, R - Room, S - Section Monday Tuesday Wednesday Lecture/G:AllC:EEP001 T/R:1-305S:EE811 Thursday Friday Saturday Sunday Lecture/G:AllC:EEP001 Practical/G:1C:CAP685 T/R:1-306S:EE811 /R:1-201S:D1113 Lecture/G:AllC:CAP612 Lecture/G:AllC:CAP652 Lecture/G:AllC:CAP658 Lecture/G:AllC:CAP659 Practical/G:1C:CAP682 Practical/G:1C:CAP682 /R:1-205S:D1E02 /R:1-206S:D1113 /R:1-206S:D1113 /R:1-206S:D1113 /R:1-201S:D1113 /R:3-A-306BS:D1113 Lecture/G:AllC:CAP612 Lecture/G:AllC:CAP618 /R:1-306S:D1E02 /R:1-307S:D1E08 Lecture/G:AllC:CAP658 Practical/G:1C:CAP682 /R:1-307S:D1113 /R:3-A-306BS:D1113 Practical/G:1C:CAP685 /R:3-A-307AS:D1113 Practical/G:1C:CAP685 /R:1-201S:D1113 Lecture/G:AllC:CAP652 /R:1-206S:D1113 Lecture/G:AllC:CAP652 /R:1-307S:D1113 Lecture/G:AllC:CAP612 /R:1-307S:D1E02 Practical/G:1C:CAP619 /R:1-102AS:D1E14 My Course Course Code CAP685 CAP658 CAP652 CAP659 CAP682 EEP001T CAP619 CAP618 Type CR CR CR CR CR PE SP SP Course Type CR-Core, DE-Department Elective, SP-Specialization,P-PD Classes OE-Open Elective, SE-Social Science, BL-Backlog Course Title LINUX SYSTEM ADMINISTRATIONLABORATORY SYSTEM SOFTWARE LINUX SYSTEM ADMINISTRATION PROGRAMMING(IN C#) PROGRAMMING(IN C#) LABORATORY Technical Skills MIDDLEWARE ARCHITECTURELABORATORY MIDDLEWARE...
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...methodologies to arrive at a theoretically comprehensive understanding of a group or culture. Ethnography attempts to explain the web of interdependence of group behaviors and interactions. In this assignment, you will interview a disabled or chronically ill person and make observations about the person based on your understanding of what it means to be a member of this social category. Remember that disability and chronic illness include both visible and invisible elements, and that there is great variation in age, class, ethnicity, and gender identity. You may also interview the parent of a child with a disability as long as the parent can speak on behalf of the child’s social experience or experience in society. You will use your knowledge of course concepts related to disability identity and group belonging. The interview can take place in person or, if absolutely necessary, over Skype, but not on the phone. It is important that you read facial expressions and have a sense of the respondent’s non-verbal communication. You should find out as much as you can about the respondent’s relationship to the social category of disability or chronic illness and sense of group membership. Include the following in your paper: 1. Your understanding of the ‘story’ of the disabled/chronically ill person. Ask for specific examples that can help you understand their personal and social history and experience with this disability/illness. Remember to remain...
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