Why Students of the School of Pharmacy Shift to Another Course Essay Example for Free

Why Students of the School of Pharmacy Shift to Another Course Essay Introduction Pharmacy is a course concentrating on drugs and patient care. With rapid advances being made in medicine, it is necessary for pharmacy students to encounter more pressure in studying and to be life-long learners after graduating from pharmacy school. Motivation is a psychological concept that refers to a person’s willingness to put effort in order to achieve educational goals and it is necessary in being sure of what you want. But there are cases that student’s motivation is degraded because they don’t want what they’re doing or taking up. There are maybe factors or reasons why students choose their course they didn’t want it at first but with this factors and reasons it may lead to the confusion of students during the period of that course and decides to shift. If you have decided to change because you don’t enjoy your current course, then you should be absolutely certain that you’ll enjoy the course you’re moving to. You should also be aware that changing course has significant negative consequences, you have to be certain that the change is worth it. Our aim is to know the different factors that affect the decision making of the students why they shift course after a year or two in pharmacy school. The researchers have chosen this study to know the reason why there are students shifting to other course in their early years or their later years. The researchers wanted to know what are the reasons as to why there are students, even though they know that is hard, still keep on going. Maybe the researchers might be able to postulate a better course outline that the students might be comfortable with. With this in mind, the researchers decided to create a survey so they can gather and come up with insight applicable to the students of Centro Escolar University Manila, School of Pharmacy. Setting of the study This study was conducted in Centro Escolar University Manila where it was established on June 3, 1907 by Doà ±a Librada Avelino and Doà ±a Carmen de Luna for the instruction and training of the youth in all branches of the arts and sciences. With some branches, a single blackboard and a few book, two educators steadfastly nurtured a dream of establishing a nationalistic center of learning for Filipino women. The first college that is Pharmacy, opened in 1921, the College of Liberal Arts, Education and Dentistry followed one after the other. Three years later, the College of Optometry was established. CENTRO ESCOLAR UNIVERSITY: SEVENTY FIVE YEARS OF FILIPINISTIC EDUCATION A BRIEF HISTORY: Centro Escolar University was founded in 1907 by Doà ±a Librada Avelino, then a young woman of 24, together with Doà ±a Carmen de Luna, a close friend and associate, and Fernando Salas, a lawyer friend, who gave Doà ±a Ada encouragement and financial support. Originally and fittingly called Centro Escolar de Seà ±oritas, the institution offered an education program whose set-up and guiding philosophy are provided in Article IV of the by-laws governing the college: The purpose for which the corporation is constituted is the opening of primary, intermediate and secondary classes, and later on the collegiate departments, and the teaching of the subjects which refer to physical, intellectual, moral and civic training of the individual. The constitution and the by-laws of the Centro Escolar de Seà ±oritas was approved on June 10, 1910, three years after its establishment. The educational philosophy of the founder is reflected in the academic and civic training she and her colleagues gave the students. Their participation in civic public events had always been one of the typical characteristics of the pedagogy of Doà ±a Ada. It was her aim to bring out the Filipino woman from her femininity and respect for valued tradition. Doà ±a Ada practically shouldered the entire responsibility for the successful administration of the school from the date of its founding to her death on November 9, 1934. (She was succeeded by Doà ±a Carmen, who continued the work left by her co-founder until the former’s death on November 4, 1962. From 1962 to her death on December 10, 1973, Mrs. Pilar Hidalgo Lim, educator and civic leader, was president of the University. Mrs. Lim’s administration was characterized by expansion in enrollment and infrastructure development). During the early stage, Doà ±a Ada was assisted by her co-founder, Doà ±a Carmen, who was sub-directress and dean of discipline; by Margarita Oliva, Doà ±a Ada’s cousin, who served as administrator; by Maria Francisco, (later to become Mrs. Villaceran), first Filipino woman-lawyer, who was the first secretary of the Centro Escolar University; and by Felisa B. Francisco, who served as the first treasurer of the Centro Escolar de Seà ±oritas. Among the first faculty members of the Centro Escolar were Josue Soncuya lawyer, educator; Manuel Revago – eminent orator and man oof letters; Alberto Campos – former captain of the Spanish Army. Later, two of the stalwarts joined the pioneer. Miss Generosa de Leon, an AB graduate of CEU (1910), served as Registrar and Treasurer from 1921 up to her death on October 11, 1962. Conception A. Aguila joined the Centro Escolar de Seà ±oritas as kindergarten teacher in 1921, then served subsequently as high school teacher, college instructor, principal and supervisor. At the time of her death on September 6, 1959, Dr. Aguila was legal and educational consultant, executive director and dean of the Graduate School. The Centro Escolar University has now a kindergarten school, an elementary school, a high school, 12 colleges and a graduate school. The years of their founding are as follows: 1907-Kindergarten, elementary, general secondary, music and home arts course 1911-Two-year high school commercial course 1917-Three-year domestic science course. Not long afterwards this was made a 4-year course 1921-College of Pharmacy 1924-College of Liberal Arts and College of Education 1925-College of Dentistry 1926-Graduate School 1928-College of Optometry (the first college of Optometry in the Philippines) 1930-College of Music 1948-College of Social Work 1958-College of Food and Nutrition 1960-College of Medical Technology 1963-College of Chemistry 1975-College of Nursing The Centro Escolar University has grown from 123 students in 1907 to the present close to 18,000 on all levels in three campuses. A number of changes have taken place since its founding in order to meet the demands of the fast changing society. In all of these changes, however, the administrators have always been guided by the Founder’s philosophy of moderate modernism and progressive Filipinism captured in the motto: ciencia y virtud. It has also a branch in Tambo, Paraà ±aque, Rizal. Founded in 1954 as Baclaran High School, the CEY branch is now named Generosa de Leon Memorial School in memory of the late â€Å"Maestra Osang†, former registrar and treasurer of Centro Escolar University. Another branch was opened in Malolos, Bulacan in 1978 in response to the national call to decongest Metro Manila. The fourth president of the Centro Escolar University and its first male president is Mr. Dionisio C. Tiongco. In his inaugural address on May 4, 1974, President Tiongco committed the University to a greater invovlment in the national’s affair. He spoke of two general directions to achieve this goal; first to enable the University to do a better job as an institution of learning, he wholeheartedly supported the idea of consortiums. Second, he encourage the search for innovations which are responsive to the needs of the times. As a result, Centro Escolar University has started to offer non-degree work-oriented and technical courses in order to respond to a specific need. He further pledged to continue the pursuit of excellence in the standards of instruction and research of the University. The understanding and appreciation of Philippine life and culture has always been the underlying motivation behind most of the University research projects and cultural presentations. In depth studies of Filipino culture groups and of basic rural communities abound in the University research literature. The outstanding University publications treat of the Filipino family in its rural and urban orientation and of the food culture of the Filipinos. Recently completed in an NSDB-sponsored research on the Filipino adolescents in the rural and urban setting. The credit of pioneering in the presentation of opera in Filipino goes to CEU. Over the years, some of the University opera presentations are original works like Hinilawod, Mariang Makiling, Princesa Urduha, and Pilipino translation of the classic opera pieces like Aida, Carmen, Mignon, Lucia at Lammermoor, Tales of Hoffman, Merry Wives of Windsor, La Traviata, Rigoletto and Un Ballo in Mashera. BIBLIOGRAPHY JOURNALS AND MAGAZINES Hastings, Jan K., et. al. â€Å"Pharmacy Students Motivation†, American Journal of Pharmaceutical Education, vol.65 (Fall 2001) ELECTRONIC SOURCES How Hard is Pharmacy from http://www.pharmdprograms.orglis-pharmacy-school-hard/ What it Takes To Get A Pharmacy Degree from http://www.life123.com/career-money/careers/pharmacy/pharmacy-degrees.shtml What To Consider Before Becoming A Pharmacist from http://www.life123.com/carrer-money/careers/pharmacy/becoming-a-pharmacist.shtml Five Things to Consider Before Shifting Courses from http://www.ormahighlights.com/2012/07/five-things-to-consider-before-shifting-course/ Shifting College Course from http://www.sharedreviews.com/article/shifting-college-courses Changing Course at University from http://www.studentroom.co.uk/wiki/changing-course Why Do Students Shift Course from http://www.mylot.com/w/discusion/1601353.aspx Impact Of A Gender Shift On A Profession from http://www.forumpublicpolicy.com/archive07/gardner.pharmacy.pdf Significance of the study The study will answer administrator, teachers in School of Pharmacy as to why pharmacy students choose to shift rather than finish the course. We will know the subjects that make students decide to shift. Knowledge of this will greatly help them be responsible to adopt earlier to decrease failing grades in the subject, thereby reducing the shifters of pharmacy. If we will know the reason why students of pharmacy shift, we might be able to make a course outline to prevent the shifting of pharmacy student.

The Flea Essay -- English Literature Essays

The Flea Donne's poem â€Å"The Flea† appears to be a love poem, a dedication from a male suitor to his lady of honor, who repudiates to yield to his lustful desires. In this poem, the speaker tries to seduce a young woman by comparing the consequences of their lovemaking with those of an insignificant fleabite. He uses the flea as an argument to exemplify that the physical relationship he desires is not in itself a momentous event, because a similar unification has already taken place within the flea. In the stanza 1, the speaker creates likeness between the fleabite and lovemaking. I interpreted the first two lines, â€Å"Mark but this flea, and mark in this, How little that, which thou deny’st me, is;† to mean that the woman doesn’t reject the flea entrà ©e to her body, yet she denies the advancements of the speaker. Then the speaker shows the similarities between their lovemaking and the mingling of their blood within the flea. â€Å"It sucked me first, and now sucks thee, And in this flea our two bloods mingled be.† This argument shows the woman that the same physical exchange, which takes place between her and a flea, is the same type of union that he has in mind. In lines 5-6 of stanza 1 the speaker persuades the woman that their act could not be considered a sin because a fleabite isn’t considered one. This act could not be considered a loss of innocence because it is so common that if it were to be true, nearly everyone would have lost h is or her innocence. Therefore this lady... The Flea Essay -- English Literature Essays The Flea Donne's poem â€Å"The Flea† appears to be a love poem, a dedication from a male suitor to his lady of honor, who repudiates to yield to his lustful desires. In this poem, the speaker tries to seduce a young woman by comparing the consequences of their lovemaking with those of an insignificant fleabite. He uses the flea as an argument to exemplify that the physical relationship he desires is not in itself a momentous event, because a similar unification has already taken place within the flea. In the stanza 1, the speaker creates likeness between the fleabite and lovemaking. I interpreted the first two lines, â€Å"Mark but this flea, and mark in this, How little that, which thou deny’st me, is;† to mean that the woman doesn’t reject the flea entrà ©e to her body, yet she denies the advancements of the speaker. Then the speaker shows the similarities between their lovemaking and the mingling of their blood within the flea. â€Å"It sucked me first, and now sucks thee, And in this flea our two bloods mingled be.† This argument shows the woman that the same physical exchange, which takes place between her and a flea, is the same type of union that he has in mind. In lines 5-6 of stanza 1 the speaker persuades the woman that their act could not be considered a sin because a fleabite isn’t considered one. This act could not be considered a loss of innocence because it is so common that if it were to be true, nearly everyone would have lost h is or her innocence. Therefore this lady...

Operation Torch

Reasons for Initiating Operation Torch – – The Allies planned to occupy Vichy France to prevent the land from being occupied by Axis; the invasion would eventually force Axis powers to fight a two-front war; also helped to diminish transportation of supplies to Axis forces; Key Personalities (Involvements) – – General Dwight D. Eisenhower – – Jean Francois Darlan – – Andrew Cunningham – Objective(s) of Operation Torch – – Allies planned to team up with Vichy France in North Africa in order to take Tunisia before Germans could occupy it from nearby Sicily.After invading North Africa and convincing the French to join the Allies, American and British forces planned to head directly to Sicily, invade, and move up to the core of Europe. Victory here would also allow the Allies to clear up the Mediterranean of Axis forces for their own personal use. Important Readings – from Earl Rice’s â€Å"Strate gic Battles in Europe† . . . – page 24: The Americans joined their British allies. Roosevelt's military advisers wanted to build up immediately for an invasion of the European mainland later in the year or early in 1943.Churchill and his counselors declared that an invasion of the continent so soon would be next to impossible because of insufficient time to assemble the necessary forces and too few available landing craft in which to haul them across the English Channel. Churchill and his advisors did not want to risk a failed invasion. – page 25: Churchill instead favored extending operations in North Africa, where British forces were already fighting. he argued that seizing North Africa and beyond would introduce American troops to the action, boost American morale and appease Stalin's demands for a second front.But Roosevelt's advisors were unreceptive to Churchill's plan and suggested redirecting U. S efforts to the Pacific Theater. In June 1942, Churchill to ld Roosevelt that Britain was both unable and unwilling to undertake the invasion of Europe in 1942 or even in 1943. Having already been driven from Norway, France and Greece by the Germans, the British (now page 26) intended to stay the next time they landed on the Continent. – page 26: Roosevelt accepted Churchill's proposal. Torch’s primary objective was to take Tunisia before the Germans could occupy it from nearby Sicily.The Anglo-American invasion force in the west would then move eastward to link up with Lieutenant General Bernard L. Montgomery’s British 8th army, advancing westward through Libya. Together the 2 Allied armies would form a vise within which to crush Field Marshal Erwin Rommel’s 100,000-man German-Italian army in Libya, including his vaunted Afrika Korps. But first they had to deal with the French. https://www. diigo. com/list/audreym96/operation-torch SOURCE and Earl Rices â€Å"Stategic Battles in Europe†; Even though Stalin required that the Allies attack somewhere in Europe, Operation Torch was successful: the Allies gained a wide amount of land and the Suez Canal was saved. So what’s the importance of the Suez Canal, huh? The Suez Canal provided a short sea route between Britain and Middle East oil supplies, and its imperial colonies in Asia and the Far East. It enabled the Allies to move supplies,men,equipment,fuel,and raw materials around the world to where they were needed much more quickly than if they had had to sail around the southern tip of Africa,which would have made them much more vulnerable to U-boat attack.Why the British cared SO much about North Africa? – When the second World War broke out, there were many soldiers from many different nations in Cairo. The Italians were there, but there were really no serious attempts to help Mussolini by them. The only real enemies in Cairo were the Germans. The British secret police watched them very carefully. There was a political r aid in which the British caught German spies that had come to Cairo with money, a radio transmitter and a house boat on the Nile.Because the English were unable to ship all of their supplies in from Britain, they trained and employed thousands of Egyptians in various trades. Some were mechanics, electricians, drivers, engineers and even lens grinders. They repaired military equipment and even built trains and machinery. Egypt started to weave their own cloth out of silk and wool. Advances were made in mining, cement, petroleum refining and chemical industries. In Egypt, the British spent over ten million pounds every year. In July of 1942, the British were pushed back almost to Alexandria.Rommel stopped at Alamein because his troops were exhausted and almost out of supplies. The British rushed to Cairo. Soldiers were sent to various places to train while other got ready to retreat from the city. The British officers went to the banks to try to get their money while at the British he adquarters, vital papers were burned. This scare changed Cairo to a point where it would never be the same again. Montgomery took over the Eighth Army in the desert and moved them to Alamein. He won this battle in October or November of 1942.After this battle, Egypt lost most of the fantasy and glamour that had been year during the years of occupation. Now the city settled down to the first order of business, national liberation. http://www. touregypt. net/hbritish. htm SOURCE ALGERIA AND MOROCCO – http://www. ushmm. org/wlc/en/article. php? ModuleId=10007303 Operation Torch, the Algeria-Morocco military campaign, began on November 8, 1942, and ended on November 11, 1942. US and British forces, commanded by American General Dwight D. Eisenhower, carried out this campaign.Three task forces landed on the beaches near Casablanca on the Moroccan Atlantic Coast; near Oran in western Algeria; and near Algiers, more than 250 miles to the east in Algeria. Although Vichy French forces initially resisted, a coup d'etat by the French resistance in Algiers on November 8 neutralized the French XIX Corps before the Allied landing. General Mark Clark, Eisenhower's deputy, induced Admiral Jean Francois Darlan, Vichy High Commissioner for North Africa, and General Alphonse Juin, the commander of the Vichy French armed orces in North Africa, to order French forces to cease armed resistance in Oran and Morocco on November 10–11. In return for his cooperation, Darlan temporarily remained head of the French administration as the French forces in North Africa joined the Allies. The Allied landings triggered the German occupation of the unoccupied zone of France and the rapid dispatch of German troops to Tunisia. To avoid capture of their Mediterranean Fleet by the Germans, the Vichy French scuttled it in the harbors of Toulon on November 27, 1942. By the end of November, the Allies had crossed the Tunisian border in the northwest.

The Birth Of Criminology And The Early 19th Century

Since the birth of criminology in the late 19th century, dozens of theorists have offered different perspectives on the different aspects of crime. These theories have had a basis in a wide range of ideas, from biology to sociology, to psychology and even anthropological. Some of these theories have been said to withstand the test of time, and even been used as building blocks for newer theories. Others, however, have been deemed â€Å"bad† theories, or simply have not held up to the passage of time and rapid changes of modern society. The criteria for judging these theories varies. Determining which theory is best would be a difficult task; classifying one as a good theory also can be challenging. It has been said that to determine a good theory, two criteria should be met: the ability to be tested, and which best fits the evidence of research (Akers, 2000; Blalock, 1969; Gibbs, 1972). 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