Sunday, April 18, 2010

Advincula, Jerome Englcom Exit essay: Englcame


ENGLCOM may have been boring in some cases but it was definitely not a waste of time. The new competencies I have learned and the competencies I have improved on after I took up ENGLCOM will help me in my future stay in DLSU-M in passing and acing other courses I will take, especially those with thesis requirements.


The competencies I have learned or acquired in ENGLCOM are proper documentation, writing parenthetical citations, making notecards, and avoiding plagiarism. Through ENGLCOM I have learned how to do proper documentation and why it is important. If you are writing, documentation can give your papers credibility and verification through your sources; it also shows respect to your sources and is a sign of intellectual honesty of you, the writer. The next lesson I have learned from ENGLCOM is parenthetical citations. Before, I did not know what the numbers in a parenthetical citation meant, now I know that it is the date of publication of the paper. There are different parenthetical citations for different types of sources. Following the correct type of parenthetical citation for each source can help make things less confusing especially if you are using sources from the internet. The 3rd new lesson for me was notecards. It was the first time I learned about notecards even though some of my friends say they already learned it in highschool. I probably missed that lesson back then. Notecards gives support and strength to your papers, as well as documentation for it. It contains the article, sentence, etc.., you would like to use in your paper and also the information where you got your sources. The last lesson I learned is the proper way to avoid plagiarism. I thought that to avoid plagiarism, you only have to change one word in the sentence or make a little difference in its sequence. Now that I took up ENGLCOM, I know that I was wrong and more importantly, I was corrected. To avoid plagiarism, you could either paraphrase or summarize the sentences from your source and cite your source properly.


The competencies I have improved after I have taken up ENGLCOM are inferring, writing, skimming, scanning, researching, summarizing, paraphrasing, note-taking, listening, and making a thesis statement. I have also developed further my parallelism, subject-verb agreement, grammar and spelling, diction, coherence, tense-shift, and transition.


I am now better at summarizing and paraphrasing because I have learned to how to do it properly without plagiarizing. It is important because it protects me from un-deliberately stealing from my sources, thus it also protects me from the law because stealing is a crime. The bar on my researching skill has been raised. I learned that it is more effective to use internet sources that have its author and to avoid using sites such as Wikipedia that consistently change and does not have an author.


In my opinion, the most important competency I have improved after I took up ENGLCOM is confidence in writing. I have improved my writing in terms of connecting my ideas to the readers and giving a clear picture of what I am writing about. Creative writing is not easy. It is hard to make people enjoy what you are writing; this was one of my challenges when I was taking up ENGLCOM. The introduction should make the readers want to read your paper and give them a preview of it. The thesis statement should give a clear meaning of what you are writing about and what your main idea is. The body should have the content of what you are writing. The conclusion should be conclusive and gives an impact to your readers. It is not enough to just have sources and correct grammar, spelling, structure, and documentation for your paper, but you also have to put your own ideas and make your paper interesting, worth-reading, and unique. These are the things I have learned from ENGLCOM.


Because of ENGLCOM, I have seen flaws in my works, as well as heard the evaluation of other on it. I know now what do to on how to make my writing better. There is still much to learn but the way I write before I took up ENGLCOM and the way I write after I took up ENGLCOM have big differences and improvements. My expectations were satisfactorily met.

Advincula, Jerome Englcom Entry essay: Englcome


I am confident that I have sufficiently developed my skills in reading and in writing to take up ENGLCOM because of the previous English lessons I had and because of my own experience in reading and in writing.


The competencies I have for reading and writing in English are skimming, scanning, reading steadily, writing with my own thoughts and emotions, applying proper and correct grammar in writing, following that rules of parallelism, subject-verb agreement and, and proper tenses, avoiding common errors in writing, double-checking my papers before submitting them, submitting papers in time (hopefully), using English fluently, expressing my own opinions from what I have read, getting the gist of what I am reading, gaining more knowledge from what I have read, typing faster and letting my imagination and creativity flow when reading and writing.


I believe that there is still much for me to learn; I am still young; even old people learn new things. I want to improve in avoiding to commit errors, learning how to write with deeper with thoughts, expressing my writings accurately to its readers, understanding correctly what an author is trying to convey in his or her writing, and learning new things.


My expectations for the ENGLCOM course are tackling harder topics and lessons, improving my competencies in writing and in reading at the end of the course, making new friends while taking up the course, learning new things, and re-learning things that I had forgotten.

Advincula, Jerome Englcom Argumentative essay: Single-sex education


School is the place where most people learn the basic things in life. It is where students develop what they want to be in the future. Students hone their skills and talents in school. It is the foundation of knowledge of every person. Therefore, it is important to optimize the students learning. In Co-ed schools, boys and girls are distracted by each other; boys and girls also learn differently. The students learning is not optimized, but in Single-sex education, it could be. They need to be free from distraction and focus in developing their selves as much as possible. Single-sex education satisfies this needs. Boys and girls should attend separate schools in highschool.


Single-sex, exclusive-sex or single-gender education is practiced in and propelled by tradition and religion in many different countries. In Single- sex education, boys and girls attend classes, buildings, or schools separately (Single-sex education”, n.d.). They are not taught together unlike in Co-ed or Co-education schools which is the opposite of Single-sex education.


Distraction is one of the causes why students fail. Boys and girls distract each other. Their mere presence to each other is a pestilence in their attention. Teenagers, having high hormonal levels, are the most vulnerable to distraction among sexes. Instead of studying, boys and girls try to impress, make sexual advances, and sexually harass each other (“Single-sex education”, n.d.). In Co-ed schools, boys and girls are more afraid on being humiliated in front of their opposite sex than not understanding correctly the lesson. And also, boys are worried to be called soft and for girls tomboys if they go in fields that are not common for their gender. Another factor to consider is love. Love is a common them in highschool. If a boy and a girl who happen to “love” each other were to study in the same classroom, their emotions might get the best of them. Instead of pursuing their main objective in attending classes which is to learn and to study, they would be tempted to concern each other’s needs or their relationships needs instead of their own needs. Is better to prevent this from happening rather fix it when it has already started.


Another issue to consider why boys and girls should attend separate schools in highschool is their learning capacity. “Girls and boys learn differently.” (Sugden, 2009, p. 1) By separating boys and girls in classes, the teachers could teach each gender in their own pace. Girls mature faster and can concentrate easier; boys are a bit more analog in a way that they need to be taught directly. (Sugden, 2009) Each gender will learn more efficiently if they are taught separately. Mixing them in a single classroom would mean that in some lessons. The boys would get left behind by the girls and vice versa. With single-sex education, the teachers would have to worry about those who are really slow in learning.


However, some people say that because of studying in single-sex education, interaction with the opposite-sex is left behind. Student from single-sex schools are said to be unable to handle their opposite-sex properly. They do not know how to interact with their opposite-sex and so there will be difficulties in cooperation if there are opposite-sex members in a group. (“Single-sex education”) Their solution to that problem is Co-education. That claim has no basis. There is no proof that Co-ed college students who studied from single-sex highschools are not inclined in interacting with the opposite-sex. Also, it is not only in the school that teenagers are exposed to their opposite-sex. There is the community, the media, the neighborhood, the church and many other factors that could develop a student’s interaction with the opposite-sex. Interaction with the opposite sex is not limited in the school. The purpose of highschools is to teach teenagers and prepare them for college. And as stated before, boys and girls tend to distract each other in school rather than develop their interaction skill.s


Therefore, it is better for boys and girls to attend separate schools in highschools. As if their hormones plus school work are not problems enough for them. Boys and girls would also learn more effectively and they are not distracted by their emotions and feelings for the opposite sex in a classroom.


Reference:

Wikipedia.org (n.d.) Single-sex education. Retrieved April 6, 2010, http://en.wikipedia.org/wiki/Single-sex_education#Criticism

(Single-sex education”, n.d.)

Sugden, J. (December 4, 2009) A debate on co-ed education. Retrieved April 6, 2010, http://www.whyboysfail.com/2009/12/04/a-debate-on-co-ed-education/

(Sugden, 2009, p. 1)

Sugden, J. (December 4, 2009) A debate on co-ed education. Retrieved April 6, 2010, http://www.whyboysfail.com/2009/12/04/a-debate-on-co-ed-education/

(Sugden, 2009)


Friday, April 16, 2010

Advincula, Jerome Englcom Definition essay: The Good life



People today are more mindful about how they are going to spend their fortunes. This is due to the global recession the world is suffering right now. International companies in the Philippines are starting to shut down its facilities based in the Philippines in response to the global recession. One of the most common reasons for doing so is to cut expenses by moving to other cheaper locations (“Financial recession and Philippines”, n.d.). People are getting paranoid due to the recession. Everybody is affected. OFW’s are not spared from the global recession; those who are not lucky enough lose their jobs abroad and have no choice but to go back here in the Philippines, and try to seek for jobs here. This adds to the unemployment rate of the Philippines (“Financial recession and Philippines”). Does this mean that nobody can have the Good life right now? Of course not!


The Good life is more than just financial security; it is something more profound than that. Most of the people would not probably know that they had the Good life not until their deaths, when they will be judged. One way of knowing is to count your blessings, not your misfortunes. The Good life is the life one chooses to live, in which the person has no regrets and in which the person carries no darkness in his or her heart and soul when he or she dies. It is a life of contentment, happiness, simplicity; living a materialistic and over-indulgent life does not guarantee the Good life.


The good life is the one chooses to live. It is a happy life with moral and ethical bounds and is commonly linked to Aristotle’s Eudaimonia. Eudaimonia is a Greek word commonly associated with happiness (“The Good life”, n.d.). If you would scrutinize the Good life, you would obviously get the words good and life. Good meaning virtuous, genuine, worthy, and satisfactory in quality and Life meaning period of animate existence of an individual. If put together, the Good life would mean the period of animate existence of an individual in a virtuous, genuine, worthy, and satisfactory in quality way.


It is hard for someone to say that he or she lived the Good life of they do not live it the way they truly choose to. If being forced to do something you do not approve of is difficult, what more if you live your life the way you do not approve of. The Good life is a genuine life that one chose to live.


Living life extravagantly and leisurely does not mean that you will automatically be living the Good life. Mike La Perruque (video interview by www.accesshollywood.com, July 1, 2009) who was Michael Jacksons’s former bodyguard says Michael Jackson did not want his children to be exposed in the media, he was protective of them. It is well known that Michael Jackson lived life extravagantly. He did his time in the limelight, and it and wasn’t just the 15 minutes of fame type; he was already famous even as a child. He was very rich yet somehow Michael Jackson did not want to have his children experience the same treatment he had.


The Good life has to be a life without regrets and without darkness in one’s heart when one dies. Although, it is possible to still have the Good life even if one has regrets at the time of their deaths; it is not possible to have the Good life if one still carries darkness or deep regret in their heart at the time of their deaths. The gravity of regret is a factor. To avoid that, it is important for everybody to know that nothing in this world is permanent. When a person lives in this world, he or she borrows everything from it. When a person leaves this world, he or she leaves everything behind and takes nothing with him or her.


Efren Peñaflorida could have had an easier life. He could have chosen not to live a life of altruism and could have just worked as a teacher to at least secure his finances, but he did not. He chose to make an organization dedicated to helping the youth and to make a change through the push-cart classroom. He chose to struggle instead and through this he won the 2009 CNN Hero of the Year (“Efren Peñaflorida”, n.d.).


Efren Peñaflorida did not desire to live lavishly; he wants to help other people. Efren Peñaflorida is contented with his life. For him, there was no greater award than being able to help children and inspire them. Nobody will be able to do what he did if they are not contented with their living because they would only desire more.


“Contentment is the experience of satisfaction and being at ease in one’s situation.” (“Contentment”, n.d., paragraph 1). The Good life is a contented life. It is the most important factor of the Good life; without contentment, one cannot have the Good life. This is because not being contented leads to desires and these desire lead to greed. If you are contented with your life, then that means you have no regrets, desires, and hatred; if you are contented with your life, you appreciate it and see its beauty and importance.


The Good life is a life of happiness. You cannot say that you had the Good life if you are not happy with it; happy in a good way, in a virtuous way. True happiness does not lead to destruction. This is the happiness people must pursue.


So far, the Good life has been defined for what it is; this time, it will be defined by what it is not. In order to understand it better, it will be made clear that not everything that seems to be fun is good and that everything too much is bad.


Take Charles Dickens' novella as an example. The story of “A Christmas Carol” by Charles Dickens tells that wealth cannot bring happiness alone. Even though Ebenezer Scrooge of the A Christmas Carol was a wealthy man who could buy anything he wanted, he was miserable. He was not happy with his life nor did he find his life goof in spite of all his riches. Something was missing in his life and the three ghost of Christmas made him realize what it was. In the end, he was a completely different man; he had become a man of overflowing generosity and kindness and through this he finally saw what happiness really meant. (“A Christmas Carol”, n.d.) In his death, Mr. Scrooge probably said that he was still able to live a good life.


Being wealthy does not ensure happiness. The joy of materials only last until it starts to lose its value. The Good life is not a materialistic life. It cannot be bought; it has to be done. It is not a materialistic life because the more one posses, the greedier one becomes, the harder it is for one to let go of things. People should not be happy of their possessions, they should be happy of what they could to with it. The real joy of wealth is through sharing it with others and using it for good, not keeping it all for one’s self.


Another story, this time taken from the bible, tells that a life of over-indulgence is not the Good life. In the story of the prodigal son, the younger son thought he could enjoy life by over-indulging all his desires. He wasted the fortune that his father gave him, thinking that pleasuring himself would give him happiness. The younger son spent all his money and soon was left with nothing. Lucky for him his father still accepted him back. (“The Prodigal son”, n.d.)


The good life is not an over-indulgent life. Over-indulgence only leads a person into self-destruction and eventually this destruction will emanate from him or her to others. If a person does not know when to stop, if he or she does not know when enough is enough, then he or she will never find true happiness.


Viewing holistically what have been stated in this essay, the Good life is an unregreted life. It is a life worth living. It is not limited to the wealthy but being rich would not hurt as well. Ultimately, it is the unregreted, happy, and contented existence of a person with a good ending; it does not matter how the person starts it, mess it up in the middle or almost completely annihilate it after that, what matters most is how the person ends it.


Reference:

Hubpages.com (n.d.) Financial Recession and its effects in the Philippines. Retrieved March 31, 2010, http://hubpages.com/hub/Financial-Recession-and-Its-Effects-in-the-Philippines


Hubpages.com (n.d.) Financial Recession and its effects in the Philippines. Retrieved March 31, 2010, http://hubpages.com/hub/Financial-Recession-and-Its-Effects-in-the-Philippines


Wikipedia.org (n.d.) The Good life. Retrieved March 31, 2010, http://en.wikipedia.org/wiki/The_good_life


en.wikipilipinas.org (n.d.) Efren Peñaflorida. Retrieved March 31, 2010,

http://en.wikipilipinas.org/index.php?title=Efren_Peñaflorida%2C_Jr.


Wikipedia.org (n.d.) Contentment. Retrieved March 31, 2010, http://en.wikipedia.org/wiki/Contentment


Wikipedia.org (n.d.) A Christmas Carol. Retrieved March 31, 2010, http://en.wikipedia.org/wiki/A_Christmas_Carol


christianity.about.com (n.d.) The Prodigal son (from the bible: Luke 15:11-32). Retrieved March 31, 2010, http://christianity.about.com/od/biblestorysummaries/p/prodigalson.htm


Advincula, Jerome Englcom Cause and effect essay: Cramming


A student learns that he has to take an exam scheduled for tomorrow. He has not yet reviewed anything for it because he was not aware of it until now that he had learned about it. What will he do? There is only one solution to that predicament and that is cramming. Cramming as a study technique is a technique commonly used by students especially in the secondary and tertiary levels of education. Cramming is studying only at the time before the exam, a one-night intensive study session for an exam the next day. The logic is that the students will be able to remember the materials for the test better if it is still fresh in their heads. It has spared a lot of students from the horrific F mark. What these poor souls do not know is that cramming is like making a deal with the devil. Its intrinsic style is almost undetectable and its insidious effects are undeniable. Cramming has different effects; some are desirable and even favorable like having more time for different activities; others are undesirable and possibly harmful like brain damage, anxiety, and stress, and some could be a mixture of both desirable and undesirable like rushed work.


Cramming is memorizing massive amount of information in a short amount of time; the ones who often need to make use of it are those who do no manage their time wisely. For them, cramming is the only choice they have left because they were too busy doing other stuff; in the end, they need to study the lesson in a short span of time because their test is on the day after (“Cramming”, n.d.). By cramming, people will have extra time for other activities which is a good thing, especially for those who are active in non-academic activities. The extra time they get comes from the time they cut from cramming.


Rushing is the most obvious thing people do when they cram, because they need to compensate for the time they used in other activities. Rushing will not only get the job done on time, it also spikes up people’s adrenaline so they would work, act, and think faster. When people cram because the test is very near, the brain sends signals to different parts of the Autonomic Nervous System in order to secrete the hormones Adrenaline and Cortisol. These hormones enable the body to perform magnificently when under stress (Jang, 2009). This is how people could still perform well in a test even if they cram; however, the information memorized under cramming is only transient. The bad side of rushing is that it may be necessary to sacrifice the quality of the output. The student may be able to memorize but their understanding of the matter is superficial. Most of the students that use cramming are those in highschool and college, especially the students who have extra-curricular activities and non-school related duties. Those students who use cramming in studying only result in below average scores (“Cramming”, n.d.). When people rush, they may feel anxious afterwards. A student who crams knows that he did not study the proper way and that he could have done so better. Therefore, he will get nervous on how his work will be judged.


Students who cram can suffer anxiety, nervousness, and, worse of all, mental block. The stress hormones like Adrenaline and Cortisol help protect the human body from stress but too much or too less of those hormones have negative effects in the body. High secretion of adrenaline changes the personality, making the person aggressive, vulnerable to diseases and has abnormal conditions. High secretion of Cortisol makes the person nervous; a sleeping disorder follows as well which makes the student have difficulty in falling asleep. The person also suffers lower level of concentration, a more sensitive mind, and severe sadness due to prolonged exposure to stress (Jang, 2009). There is another hormone that hinders the restoration of new memories and it called Melatonin; it is secreted at night. This contributes into forgetting what the student had just memorized last night (Jang).


“Cramming exerts a kind of stress on the brain” (Jang, 2009, paragraph 17). It has been evident throughout the essay. Whether it is pre-cramming, post-cramming, and inter-cramming, stress is present in cramming. Without stress, the Adrenaline and Cortisol hormones would not be secreted to the body; its mere presence and secretion in the body when cramming is proof that stress is present when cramming; they [Adrenaline and Cortisol] are not called stress hormones for nothing. Stress can help the brain and body cope and develop in dire situations. Although, often and recurrent exposure to stress can cause complications to the brain and human body. (Jang)


The last effect of cramming is brain damage. In order for information to be stored in the long term memory, the information needs to go through complex mental processes by repetitive memorization and exposure of the information that is accompanied by rest between each session. In cramming, there is no rest and the repetitive memorization and exposure is not effectively done; without those, the complex mental process is not done correctly and completely. It has also been proved that Cortisol, the stress hormones excreted when in stress, makes it more difficult for information to be formed in the long-term memory. Even though some stress helps the short-term memory, it could make things worse for the long-term memory. (Jang, 2009)


It is clear that the negative or undesirable effects if cramming far outweigh its positive if desirable effects. It is extra time for other stuff, adrenaline pump, and uncertain chance to pass the test over stress, nervousness, anxiety, aggressiveness, mental block, lower level of attention, bad memory, damaged long-term memory, and more. Cramming has different effects. It is best to avoid it as much as possible and “use” it only when the need arises; for example, when there is a lot of work to be done and there is a hectic and compressed schedule.

References:

Jang, H. J. (2009). Invasion of Cramming- Source of Superhuman Abilities . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang, 2009)

Jang, H. J. (2009). Invasion of Cramming - Abnormal Secretion of hormone . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang, 2009)

Jang, H. J. (2009). Invasion of Cramming- Impairment of Long-term Memory . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang)

Jang, H. J. (2009). Invasion of Cramming- Source of Ssuperhuman Abilities . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang, 2009, paragraph 17)

Jang, H. J. (2009). Invasion of Cramming- Source of Superhuman Abilities . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang)

Jang, H. J. (2009). Invasion of Cramming- Impairment of Long-term Memory . Retrieved March 25, 2010, http://theargus.org/detail.asp?p_ho=423&p_key=ar423THEORY.CRITIQUE2&p_section=THEORY.CRITIQUE&p_idx=1522

(Jang, 2009)

Wikipedia.org (n.d.) Cramming (Education) –Cramming as a study technique. Retrieved March 15, 2010, http://en.wikipedia.org/wiki/Cramming_(memorization)

(“Cramming”, n.d.)

Wikipedia.org (n.d.) Cramming (Education) –Cramming as a study technique. Retrieved March 15, 2010, http://en.wikipedia.org/wiki/Cramming_(memorization)

(“Cramming”, n.d.)