...Factors why BSBA Management Accounting/BS Accountancy shift to Financial Management Course? If you have decided to change course on the basis that '"you aren't doing well academically"' in your current course you probably ought to reconsider your decision, be honest with yourself, how much of the problem will be solved by changing course, how much of the problem is due to your mismanagement of your studies. If you are genuinely having problems with the course don't jump straight into a course switch, speak to your tutor about your problems and there may be a means to sort them out without such drastic (and potentially not very effective) measures. It is also possible that if your achievement level is low that you may not be allowed onto the new course. If you have decided to change because '"you don’t enjoy your current course"' then you should be absolutely certain that you will enjoy the course you are 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. If you have decided to change course because you feel that it would be better for career reasons you need to do your research, is it actually a better career move? Remember that changing course normally (except between certain very similar courses or during the first couple of weeks of the course) means that you will be at university for more time, amounting more debt and putting off getting your dream job. Even if a different course...
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...THE COMMON REASON/S WHY COLLEGE STUDENTS DECIDED TO SHIFT COURSE A research paper presented to: Mrs. Eva D. Barcatan A Research Paper Presented to SMAJ Faculty and Staff in Partial Fulfillment of the Requirement of the Subject English Saint Mary’s Academy of Jasaan in Partial Fulfillment of the Requirement for English X Presented by: Geo Luke Isaiah Gadrinab Lee Anne MargretteNazareno Jashmene Escalante Joan Casiño JaylordMarimon Carl Jasper Molina Andre Luice Guian Approval Sheet The research paper entitled “The common reason/s why college students shift course” Presented by: Geo Luke Isaiah Gadrinab Lee Anne MargretteNazareno Jashmene Escalante Joan Casiño JaylordMarimon Carl Jasper Molina Is hereby approved by: Mrs. Eva D. Barcatan __________________________ Signature Acknowledgement The researchers would like to acknowledge the contribution rendered from everybody who gave and share ideas and helped in one way or another to make this project realized. Also to the researcher’s family, friends and classmates who gave financial and moral support. To our English teacher Mrs. Eva D. Barcatanfor giving us insights and assisting us. And lastly to the websites and the college students of Mindanao University Science and Technology for knowledgeable information related to this study. Thank you so much. Abstract: Education is very important especially to the youth because it will absolutely give a better future. After graduating...
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...is one of the major factors that affects the student to graduate as soon as possible. It is a process that students do to change their chosen course because of their incompatibility to obtain the standards required in their course. And as defined by The Office of the Registrar of De La Salle University, “shifting is a term that refers to a transfer from one program to another of the same level. A level may refer to baccalaureate, masters, doctoral, or diploma/certificate (non-degree)”. The researchers choose this topic because college students nowadays have gone through a lot of conflicts that possibly lead them in deciding whether they shift into another courses or not. Shifting of courses is also one of the issues that disrupts the development and integration of the country even in the Philippines. In the University of Mindanao – College of Engineering Education, the researchers wanted to know what is the most frequent reason that gives the student a conclusion about shifting courses. 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...
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...Graduating high school students often have a short period of time to think about what career path they would like to have in the future. Some are pressured to 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...
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...Some had dropped out and some are still in college shifting courses just like me. So I decided to make a survey research regarding students in colleges on how passionate they are in the course they took up. I have delimited my research to students of the same course that I am taking to target a specific population and validity. Despite the problem of having many legal management students shifting courses, they take easy courses to graduate on time. As a current student and had been enrolled in legal management course in FEU, questions had bewildered myself if I had took the right path and made a right decision to take this course hence where will this lead me after I graduated from the course? There were instances in my college years that I opted or imagined to shift course for that matter because of the fear of the unknown. I am an irregular 3rd year student and I had witness some of my friends or almost of my friends if I may say had graduated from the courses they took and for my fellow legal management batch mates who if not shifted had graduated from this course but didn’t landed on a good job. The purpose of my research is to know the different reasons or the concrete intention or motive why some or a lot of students decided to shift course specifically legal management students. I will also probe if there is a trend of shifters or students from Leg Ma (Legal Management) jumping to another course and what persuade them to do it. This research will use survey questionnaires...
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...ENGINEERING STUDENTS WHO 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...
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...sociology in education and social class inequality. The article “Degree by Default” gets into the reason(s) behind why graduates from high school go to college. She Followed 34 first-year students from diverse backgrounds, male and female students, and even first generation students to children that had parents that went to college. With all the diverse students chosen, she wanted to find out why students went to college, consequences of going to college when you aren’t really sure you want to go, and the “college for all” effect on society. The students she chose for her research had varying reasons for going to college. Some of the reasons for going include; because it was the next logical step in their lives, a degree is necessity to have a secure middle-class lifestyle, to have the college “experience” for personal growth, to figure out who they were, their parents put pressure on them, and/or just going through the motions, and one actually wanted to go to learn more. All the diverse backgrounds came as many different reasons why they went to college in the first place, but for the most part, she discovered that the main reasons that these college freshmen went was because they felt like they had to because it was what is expected of them of societies social norms. The article introduces its readers to the students and the different answers as to why they enrolled into college. Most commonly the reasons they gave is that they went to college so they can have...
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...The authors’ fellow teachers contributed their personal experiences as group members and teachers of English to the article to encourage other teachers to teach writing authentically and to collaborate with one another to improve student learning. The authors’ reported success is recorded in their article as the success of the group as a whole. The teachers in the teacher inquiry support group relay their processes to collect and use the data that will better their individual classes and their individual students in a step by step process. They first observe one another and share their expertise. They then research research-based practices to better their curriculum. Then the teachers use metacognition and reflect on why they taught writing the way they were. Lastly, the members of the group work together using the data gathered to improve the way their students were learning. The teacher-members of the support group and their students grew professionally and academically, respectively, because of the efforts of the group as a whole. (Shosh, Zales....
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...potential problems of markets. This introduction sets the general direction of this chapter, which is to look at how the market system answers the following questions: 1. What determines the price of a good or a service? 2. How does the price of a product affect its production and consumption? 3. Why do prices and production levels often change? NEW TO THIS EDITION • New headline on campus drinking • New headline on demand shifts for natural gas • One new question for discussion • One new problem LECTURE LAUNCHERS Where should you start? Supply and Demand analysis is the foundation of much of the analysis the student will perform during the semester. Therefore, it is important that students get a good start with this material. 1. Begin your discussion by identifying market participants are, that is the suppliers and the demanders. Students sometimes confuse the colloquial use of the term “market” as in a supermarket with its use by economics. 2. Follow this discussion with the concept factor and product markets. Showing the students how the market participants interact in the circular flow helps illustrate the interaction of...
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...ECO 100 – Principles of Economics COURSE DESCRIPTION Presents a survey of basic macro- and microeconomic principles and concepts. Reviews the economic dynamics of market forces affecting competition, different economic systems, the role of government in the economy, and economic aspects of international trade. Discusses the labor market, interest rates and the supply of money, and performance of a national economy. Examines the use of economics in business decisions, considering such principles as opportunity costs, diminishing returns, and the marginal principle. INSTRUCTIONAL MATERIALS Required Resources O'Sullivan, A., Sheffrin, S., & Perez, S. (2012). Survey of economics: Principles, applications, and tools (5th ed.). Upper Saddle River, NJ: Pearson-Prentice Hall. MyEconLab book key Note: This book key comes with the purchase of a new textbook and is needed in order to access MyEconLab. Supplemental Resources Aaronson, D., Mazumder, B., & Schechter, S. (2010). What is behind the rise in long-term unemployment? Economic Perspectives, 34(3/4), 28-51. Andreyeva, T., Long, M. W., & Brownell, K. D. (2010). The Impact of Food Prices on Consumption: A Systematic Review of Research on the Price Elasticity of Demand for Food. American Journal of Public Health, 100(2), 216-22 Heyne, P., Boettke, P. J., & Prychitko, D. L. (2010). The economic way of thinking. (12th ed.). Upper Saddle River: Pearson-Prentice Hall. High, J. (2011). Economic Theory and the Rise of Big Business in...
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...FACTORS THAT CAUSE THE STUDENTS TO SHIFT TO ELECTRICAL ENGINEERING AT TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES A Thesis Presented to Ms. Aracelli C. Maligalig Technological Institute of the Philippines Cubao, Quezon City In Partial Fulfillment of the Requirements for the English-002 Course MICHAEL DAVE D. LASCONIA JOHN PAULO DELA CRUZ NINO AERON JADORMEO CARL JOHN L. MAGNO YATREN V. ALAYON March, 2015 Chapter 1 INTRODUCTION Background of the Study The School is an important agent for the education of youth. Although they offer a variety of purpose, the main role of school is to prepare students for their future education or career. This preparation takes place by the time that the students choose what they want to pursue and acquire the knowledge offered in these programs. Hence, students can only make the most out of learning when they are competent enough to comply with the necessary requirements that they must accomplish to pass in every courses, which will be useful for their future education or career. In respect, students’ choice of program is an important part of their education and future perspective. For some, when you are an engineering student, it means that you are intelligent and good in solving problems, but it is not easy to be one. You need to maintain a passing grade of at least 3.00 or higher in the major courses and also including the minor subjects. Some students find it difficult to maintain their grades. For some reasons they...
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...Why shares of NEC Electronics, a publicly listed subsidiary of Japanese conglomerate NEC traded at a discount to their fundamental value? Maybe Perry Capital, the U.S. hedge fund, the restructuring of the subsidiary and to generate significant profits? This event gives students the opportunity to analyze the decision to invest in Perry NEC Electronics. However, he asked the reasons that the NEC can take actions that destroy value and shift the value of minority shareholders Nese. Events covered allow discussion of how the concentration of ownership hinders restructuring alternatives like hedge fund investors can resist the controlling shareholders, and as underestimating the cost of institutions can lead to ownership structure, which allows the expropriation of minority shareholders. Why do shares in NEC Electronics, a publicly listed subsidiary of Japan conglomerate NEC trade at a discount to their fundamental value? Can Perry Capital, a U.S. hedge fund, restructure this subsidiary and generate significant returns? This case provides students with an opportunity to analyze Perry's decision to invest in NEC Electronics. In doing so, it asks for the reasons that NEC might take actions that destroy value and shift value away from NECE's minority shareholders. The events covered allow for a discussion of how ownership concentration constrains restructuring alternatives, how hedge fund investors might confront controlling shareholders, and how the mis-pricing of agency costs can...
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...activity, using both the traditional transmission mechanism, and in the IS'LM model. Are there any major differences between these 2 models? Your answer should include all relevant diagrams. (20 marks IN RELATION TO THIS QUESTION, STUDENTS WOALD BE EXPECTED TO IDENTIFY AND EXPILIIN THE TRADITIONAL TRANSMISSION MECHANISM AND BRIEFLY EXPLAIN ITS CONSTITUENT PARTS; NAMELY MONEY MARKET, THE INVESTMENT DEMAND CARVE, AND FINALLY THE 45 DEGREE LINE PRODUCT MARKET MODEL. THEY WOALD BE EXPECTED TO BRIEFLY DESCRIBE THE EFFECT OF AN INCREASE IN MONEY SAPPLY WHEN THE ASSET DEMAND CURVE FOR MONEY IS RELATIVLY FLAT AND THE INVESTMENT DEMAND CT]RVE IS RELATIVELY STEEP. BETTER ANSWERS WOALD EXPLAIN WHAT THE LATTER 2 SLOPES INDCATE ABOUT THE PARTICULAR MARKETS. ANSWERING THIS QAESTION STUDENTS SHOALD IDENTIFY THE 2 PARTICULAR WEAKNESSES THAT CHARACTERISE THE TRADITIONAL TRANSMISSION MECHANISM. THE ARTE THE 2 PROBLEMS OF TryHEN INTERDEPENDENT VARIABLES AND IN TARN UNCERTAIN OR ANPREDICTABLE OR INDETERMINATE OUTCOMES OR RESALTS. OK. AS PART OF THEIR ANSWERS STADENTS SHOULD CERTAINLY MENTION THE FEEDBACK EFFECT OR THE RELATION BETWEEN CHANGES IN GDP OR Y, AND IN TARN CHANGES IN THE LEVEL OF TRANSACTIONS DEMAND FOR MONEY. FINALLY STUDENTS SHOALD EXPLAIN THE IS.LM MODEL BRIEFLY AND SHOW THE EFFECTS...
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...Graveyard Shift Is having student loan debt for the rest of your life worth it for a college degree? Would you work the night shift to get a majority of your school paid for? For the people that work, are they getting enough rest to excel in the classroom? A college degree makes you money while doing less work, but people without a college education usually work tireless hours to make half the amount. It’s Monday morning, a person just finished working a six-hour shift. They have just gotten get off at 5 am, and have class at 8 am, how do they cope? Studies show working more than 15 hours can affect a student’s success in the classroom (Semuels, p. 210). Also, people who went through 35 hours of sleep deprivation saw two letter grade drops in classes (Semuels, p. 211). Working a job, especially the night shift doesn’t seem like a bright idea? Some schools offer programs to work during the night and receive half...
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...For competency building, CFS hired students who were freshman and sophomores looking for extra spending money. Their hiring process wasn’t based on hiring the right people for the job but hiring students who were willing to work part time and inconvenient hours. Since the job was low skilled, it was difficult to recruit from a better pool of candidates. According to an article in The Wall Street Journal (2011), employees are unable to get candidates not because the employees are not skilled but it is difficult to find candidates who are willing to accept jobs at the low wages offered. Good employees were hard to come by and there was a high turnover rate. Employees were not given formal training for the job so there were no guidelines to follow. Another problem is a company not taking the time to train employees (Cappelli, 2011) this is something CFS is guilty of. Not even student managers were given proper training as to what responsibilities they had to uphold or guidelines. Students were allowed to eat for free just as long as they were on the clock but CFS was not specific on the policy so students ate for free even if they were off the clock. The culture of the workplace made employees feel comfortable stealing food. They allowed customers to steal and even gave their friends free food. All student employees and student managers knew stealing food from the snack bar was wrong but did it anyway. The only policy that student employees and managers were aware...
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