Shabanu Essay :: essays research papers

Shabanu Essay In the novel Shabanu, by Suzanne Fisher Staples, women are portrayed in two distinct ways: obedient and rebellious. The obedient women would include Phulan, Mama, and Auntie. Rebellious women would consist of Sharma, Fatima, and, of course, Shabanu. The protagonist Shabanu, portrays herself as a rebellious woman. Shabanu constantly disobeys her father. In the beginning of the novel, Shabanu attempts to retrieve her camel Mithoo so he will not be harmed by Tipu, another camel. Dadi tells her No several times but she insists. Dadi is furious, ?Don?t ever disobey me? (27). Dadi shakes her so hard that her head flies back and fourth. Shabanu gets home and while she is making chapaties Auntie says to her, ?Shabanu, you are wild as the wind, you must learn to obey. Otherwise?I am afraid for you? (28). Another example of Shabanu?s rebelliousness is when she throws water on the landlord. Nazir Muhammad and his men say the want to ?claim? Shabanu and her sister, Phulan. Shabanu becomes disgusted and decides to throw her head forward, causing the water jug on her head to spill over the embankment and Nazir Muhammad. Sharma, Shabanu?s aunt, is a very rebellious woman as well. Sharma is described as bold, ?Most men don?t like her and are afraid of her? (98). Sharma cares about Shabanu and tries to look out for her. Although Sharma had no intentions of causing Shabanu danger, she gave her some very dangerous advice. ?You try to make him happy so he can?t bare to be away from you a single moment. If he treats you badly, come stay with us? (209). Auntie, unlike Sharma and Shabanu, portrays an obedient woman, with morals. Auntie is traditional, and often criticizes Mama for having no sons in the family. ?If God had blessed you with sons, we wouldn?t have to break our fingers over wedding dresses? (3). Auntie looks down on Shabanu for being ?boy like?. ?A young lady shouldn?t go with her headdress uncovered. You?re too old to act like a boy? (33). Mama is obedient as well. Mama slaps Shabanu as a consequence to non-traditional views. Mama accepts that Dadi takes care of the ?manly? problems such as the selling of the camels. Being the man, Dadi also takes care of the dangerous situations, like getting grandpa after the sandstorm.

A DNA Bank Is Necessary Essay -- essays research papers fc

Imagine that a convicted child molester is released from jail and that he is now traveling around the country looking for work. One day this criminal returns to his old ways and he attacks a young child whose dead body is found in a deserted field the following day. The only trace of evidence at the crime scene is a semen specimen on the boys clothes. Now this specimen could be useful if the police tracked down, and arrested the suspect, and then took a blood sample of his that matched the crime scene specimen. But, since no other clues are found this criminal was never arrested and for the next couple years he repeated this act many more times. It is a shame that innocent children had to die because of this sick man, and most people would agree criminals like this should be stopped at any cost. Now just think what would have happened had their been a DNA data bank that contained this man To understand why a DNA data bank is necessary it is important to know exactly what DNA is. Firstly, there are cells which makes up all organisms and inside these cells are chromosomes. Chromosomes, which are made up of DNA, contain all the hereditary information that an individual has. Now this DNA (Deoxyribonucleic acid) which makes up these chromosomes simply contains the blueprints of the organism. It is DNA which determines what, where, and when to make a certain protein, and it basically is the storage center for information in almost all creatures. This knowledge of DNA is important because now it is possible to show the correlation between DNA and forensic technology. There are many reasons why DNA is such a useful tool for law enforcement. One important feature of DNA, relates to the fact that all individuals have unique DNA, is that each cell in an organism has identical DNA. Whether it is found in in skin cells, hair cells, semen cells, or blood cells the DNA found in one cell is identical to the DNA found in all other cells in the body Another extremely crucial characteristic of DNA is that everyone has their own unique DNA. Since humans in general are basically alike in that we all have legs, arms, hearts brain it is obvious that most DNA is identical. The key though to identifying individuals through DNA is not through the strands of DNA that have a known function, rath... ...nal, it is much easier to identify repeat offenders in order to prevent future crimes, and the data base can also effectively eliminate suspects and end false arrests. All of society greatly benefits from a DNA database of convicted criminals. No one absolutely knows how effective a DNA data base will be against crime in the future, but presently it fights crime like nothing else. BIBLIOGRAPHY 1. Javurek, Peter, "Canada2. Frank, Laura, "Fingerprints from DNA not always on money" USA TODAY 7-15-94 3. Levy, Harlan, AND THE BLOOD CRIED OUT, Basic Books, 1996 4. Maharaj, Davan, "DNA Tests Becoming The Key out of Prison in Orange County" Los Angeles Times, 6-22-96 5. DOJ RELEASES STUDY ON VALUE OF DNA TESTING TO ESTABLISH INNOCENCE; AWARDS $8.75 MILL www.elibrary.com/getdoc.cgi?id=5322482776. 6. Billings, Paul, DNA ON TRIAL, 1995

Invasion of Privacy Essay

While straightening your teenager’s room, a book falls on the floor. You pick it up and see that it is her diary. As a parent, do you have the right to read it? Would it matter if you found the diary outside her room? Is it okay to read the diary if you suspect there is problem your teen is not telling you about? As a child, did you ever go into your parent’s room (without permission) and snoop around? Was that an â€Å"invasion of their privacy†? Did you find anything you weren’t supposed to? Did you learn from it? Did you tell them? You have every right to read your child’s diary whether it’s found in the laundry or their bedroom. There is nothing wrong with knowing what your child is thinking, the changes that they are experiencing, or perhaps any troubling matters they don’t feel they can approach one of their parents with. Consider yourself lucky you found it. Invasion of privacy? I don’t think so; it could save their life. As long as your child is living at home with you, yes, you should read her diary entries. You are there to protect your child not only from outside influences but also from herself. If it means going through their belongings then so be it. When they move out and establish lives of their own, this is when you give up certain rights as parents, including reading their diaries. I guess my term is not snooping; it is monitoring your children. My parents monitor me. There is nothing in my room that my mother does not have access to. It is unacceptable for anyone to hide anything in our house. And, she monitors which people I hang out with. Granted, I didn’t appreciate it for a while, but as some of her â€Å"NO WAY† choices started ending up hurting me, or others, I knew she had my best interest at heart, and wasn’t trying to sabotage my life. I agree that it’s okay to go through your kid’s belongings. What should be done if you are going through it and you find something inappropriate, you find some roundabout way to bring it up to your child and see if they open up about it. By no means do you say, â€Å"Oh, I was in your room snooping and found this or that.† You have to protect your kids. Sometimes they will get into the habit of believing everything their friends say, not thinking that their mom or dad have been through or experienced just about everything they’re going through and have the wisdom to help them out in certain situations. Of course children do not believe that you should be snooping into what they want to call â€Å"their privacy†. They also think they know everything and can make wise decisions. They think it is ok to text and drive, drink and drive and show their private parts while on spring break. Kids think they should not have to go to school or have a bedtime. Do I have to go on? I think you get the picture. Bottom line is, they are not paying for a phone, internet, computers, Ipads and the electricity it takes to keep them running and until they do those items are not theirs. They are the property of the parent or guardian and can be looked at, searched, monitored at anytime they please. My point is, if you’re not doing anything wrong then there should not be a problem with anyone looking at your text messages or emails which by the way are not private anyway. If you feel you should have privacy and you are old enough then get a job, be responsible, and pay for all of your things yourself and you may also want to move out on your own until then, As my mom says â€Å"My house, my rules.† Legally, parents have the right to monitor their child’s communications simply because they are legally responsible for the child’s actions. Parents are legally responsible for their children. I know of past cases where parents have been arrested for crimes a child has done and they also can be held financially responsible. The trust element also comes into play when both the teen and the parent know they can trust each other that their home is a place free of harmful communication. To do that, the parent has to actively monitor the media that the teen uses and engage in censorship, no matter how awful the word seems. It is simply the act of a responsible society that harmful communication is not displayed to children and that children do their part in respecting the laws of society. I am a teenager. I think parents should be able to monitor my personal life, specifically my texts, because of all the dangerous things in the world. You start to notice on the news teens using drugs more often than they have before. Using a simple text message to one of your friends about drugs or anything can start peer pressure. You’re not talking in person so it’s easier to text it then actually say it. I was reading a story on CNN about a computer programmer who figured out slang use of words to cover so parents won’t get it. He does have a website up with the meaning of the slang use of words. I looked at one and it said â€Å"tdtml†. This means â€Å"talk dirty to me later†. Parents should be able to ask for the phone to see what they are talking about. They should be able to ask for it at random times. My parents also told me that they will check my phone whenever giving me a heads up that I will just hand it over at any time. This has helped me a lot in my life to stay away from peer pressure and many other things as well. Using the website noslang.com can help parents figure out what their kids are texting. Reading the CNN report on what they could code for words was absolutely amazing. Go to cnn.com and in the search bar type in â€Å"Parents do you know what these texts mean?† Parents you will be stunned at the reports and the type of coding teens use in these days.

Favorite Brand Paper Essay

Within this paper the reader will read about 3 to 4 companies the author would like to work for with detailed explanations as to why. Furthermore, the reader will learn ways of engaging those companies in the most effective manner in communication that guarantees the author’s acceptance of those position(s), and what makes the author potentially valuable to those companies. In short, YOU the reader will learn the, who, what, and why of piecing a proposal (an elevator pitch) together while keeping it short and simple. The elevator pitch that will be used depends on what position you would like to expose oneself to within/for the organization. For now, let us check out potential companies the author envisions himself working for. Then we can look a few elevator pitches that will guarantee the authors acceptance. Ideal Company(s) to Work For/With One of the author’s ideal company(s) to work with would be in the area of market advertising. Reason being is that the author has a sincere belief that influence plays a major role in economic growth and development if not the opposite depending on what is being promoted. So the ideal company would be a company called LGA (http://lgaadv.com/). Another interest is management for a company therefore, the ideal company the author would like to work with is Integrated Management Associates (http://www.ima-pm.com/) who specializes in developing leadership skills from self capture-to-company capture perspectives. Finally, trading/negotiating is another interest the author admires. So sales would be an ideal career and likes Wal-Mart (http://www.walmart.com/). Does He Got What It Takes The author has somewhat an experience related background in those fields. For an example: The author as a young man handled voluminous orders and door-to-door sales for a direct marketing company (he wishes to not mention the name). His aggressive persistence and way with words ushered him straight to the top. Moreover, his desire to work with others in his interest in trading (in which he was exceptional at) gave a desire to work with like minded individuals- so obtaining a degree in the services of Management enabled the author to learn skills in communication, observation, integration, coordinating, and specialization. Although the author doesn’t remember what was said that placed him in positions of power in recent years, but since developed, let us look at his elevator pitch in obtaining a career of his dreams on a macro-level. To get a bit more creative, he would choose to be President of THE UNITED STATES of AMERICA. An Elevator Pitch The elevator pitch that will be used to explain the author’s value to those companies is as expressed below for the local companies and the position for a seat as president also. The pitch is as so: Hello, my name is Brandon White, also known as BWU. I will be obtaining a degree in business management with a concentration in management and have recently graduated from the University of Phoenix. I am looking to add value to your company/constituents with learned skills I have developed over decades. I recently written an article revealing the phenomena. Can I invite you to my summit to elicit your inquires? The pitch, does it sound as if it is coming from someone who wants to simply work and stay at the bottom of the totem poll? The author certainly doesn’t think so, however, the pitch does reveal a drive to reveal something that is only possessed by the deliverer. The author basically states that developing a pitch that entails/projects confidence, influence, and room t o give the listener room to ask questions wins if responses are in harmony with the observer’s question(s). Best Ways to Make Contact According to the author, best ways to make contact would be in the most effective form of communication- writing. He writes that because the communication would be void of all emotions as oppose to speaking over a telephone or in person and listening to reactions stemming from emotions. And the same would be applied for those needed to contact that may have influence in the hiring process. Granted, the author isn’t saying create something so influencing that doors will be opened for you, but injecting different levels of communication for different levels of positions. For example, if you wanted to land a gig working within a company your communication would reflect an ability to work well with others, being able to follow directions, and having some form of dependability. However, if you wanted to land a gig running a company, one must know how to nurture that company to the point all the above answers for working that company would be included while being able to communicate and execute those  actions.

A Dirty Job Chapter 22

22 RECONSIDERING A CAREER IN SECONDHAND RETAIL Anton Dubois, the owner of Book 'em Danno in the Mission, had been a Death Merchant longer than anyone else in San Francisco. Of course he hadn't called himself a Death Merchant at first, but when that Minty Fresh fellow who opened the record store in the Castro coined the term, he could never think of himself as anything else. He was sixty-five years old and not in the best health, having never used his body for much more than to carry his head around, which is where he lived most of the time. He had, however, in his years of reading, acquired an encyclopedic knowledge of the science and mythology of death. So, on that Tuesday evening, just after sundown, when the windows of his store went black, as if all the light had been sucked suddenly out of the universe, and the three female figures moved toward him through the store, as he sat under his little reading light at the counter in the back, like a tiny yellow island in the vast pitch of space, he was the first man in fifteen hundr ed years to know exactly what – who – they were. â€Å"Morrigan,† Anton said, with no particular note of fear in his voice. He set his book down, but didn't bother to mark the page. He took off his glasses and cleaned them on his flannel shirt, then put them back on so as not to miss any detail. Just now they were only blue-black highlights moving among the deep shadows in the store, but he could see them. They stopped when he spoke. One of them hissed – not the hiss of a cat, a long, steady tone – more like the hiss of air escaping the rubber raft that is all that lies between you and a dark sea full of sharks, the hiss of your life leaking out at the seams. â€Å"I thought something might be happening,† Anton said, a little anxious now. â€Å"With all the signs, and the prophecy about the Luminatus, I knew something was happening, but I didn't think it would be you – in person – so to speak. This is very exciting.† â€Å"A devotee?† said Nemain. â€Å"A fan,† said Babd. â€Å"A sacrifice,† said Macha. They moved around him, just outside his circle of light. â€Å"I moved the soul vessels,† Anton said. â€Å"I guessed that something had happened to the others.† â€Å"Aw, are you disappointed because you're not the first?† said Babd. â€Å"It will be just like the first time, pumpkin,† said Nemain. â€Å"For you, anyway.† She giggled. Anton reached under his counter and pushed a button. Steel shutters began to roll in the front of the store over the windows and door. â€Å"You afraid we'll get away, turtle man,† said Macha. â€Å"Don't you think he looks like a turtle?† â€Å"Oh, I know the shutters won't keep you in, that's not what they're for. The books say that you're immortal, but I suspect that that's not exactly true. Too many tales of warriors injuring you and watching you heal yourself on the battlefield.† â€Å"We will be here ten thousand years after your death, which starts pretty soon, I might add,† said Nemain. â€Å"The souls, turtle man. Where did you put them?† She extended her claws and reached out so they caught the light from Anton's reading lamp. Venom dripped from their tips and sizzled when it hit the floor. â€Å"You'd be Nemain, then,† Anton said. The Morrigan smiled, he could just see her teeth in the dark. Anton felt a strange peace fall over him. For thirty years he had, in some way or another, been preparing for this moment. What was it that the Buddhists said? Only by being prepared for your death can you ever truly live. If collecting souls and seeing people pass for thirty years didn't prepare you, what would? Under the counter he carefully unscrewed a stainless-steel cap that concealed a red button. â€Å"I installed those four speakers at the back of the store a few months ago. I'm sure you can see them, even if I can't,† Anton said. â€Å"The souls!† Macha barked. â€Å"Where?† â€Å"Of course I didn't know it would be you. I thought it might be those little creatures I've seen wandering the neighborhood. But I think you'll enjoy the music, nonetheless.† The Morrigan looked at each other. Macha growled. â€Å"Who says things like ‘nonetheless'?† â€Å"He's babbling,† said Babd. â€Å"Let's torture him. Take his eyes, Nemain.† â€Å"Do you remember what a claymore looks like?† Anton asked. â€Å"A great, two-handed broadsword,† said Nemain. â€Å"Good for the taking of heads.† â€Å"I knew that, I knew that,† said Babd. â€Å"She's just showing off.† â€Å"Well, in this time, a claymore means something else,† Anton said. â€Å"You acquire the most interesting things working in the secondhand business for three decades.† He closed his eyes and pushed the button. He hoped that his soul would end up in a book, preferably his first edition of Cannery Row, which was safely stored away. The curved claymore antipersonnel mines that he had installed in speaker cabinets at the rear of the store exploded, sending twenty-eight hundred ball bearings hurtling toward the steel shutters at just under the speed of sound, shredding Anton and everything else in their path. Ray followed the love of his life a block up Mason Street, where she hopped on a cable car and rode it the rest of the way up the hill into Chinatown. The problem was that while it was pretty easy to figure out where a cable car was going, they only came along about every ten minutes, so Ray couldn't wait for the next one, jump on, and shout, â€Å"Follow that antiquated but quaint public conveyance, and step on it!† And there were no cabs in sight. It turned out that jogging up a steep city hill on a hot summer day in street clothes was somewhat different from jogging on a treadmill in an air-conditioned gym behind a row of taut fuck puppets, and by the time he got to California Street, Ray was drenched in sweat, and not only hated the city of San Francisco and everyone in it, he was pretty much ready to call it quits with Audrey and go back to the relative desperation of Ukrainian Girls Loving Him from afar. He caught a break at the Powell Street exchange, where the cable cars pick up in Chinatown, and was actually able to jump on the car behind Audrey's and continue the breathtaking, seven-mile-per-hour chase, ten more blocks to Market Street. Audrey hopped off the cable car, walked directly out to the island on Market, and stepped onto one of the antique streetcars, which left before Ray even got to the island. She was like some kind of diabolical rail-transit supervixen, Ray thought. The way the trains just seemed to be there when she needed them, then gone when he got there. She was master of some sort of evil, streetcar mojo, no doubt about that. (In matters of the heart, the Beta Male imagination can turn quickly on a floundering suitor, and at that point, Ray's was beginning to consume what little confidence he had mustered.) It was Market Street, however, the busiest street in the City, and Ray was able to quickly grab a cab and follow Audrey all the way into the Mission district, and even kept the cab for a few blocks when she was on foot again. Ray stayed a block away, following Audrey to a big jade-green Queen Anne Victorian building off Seventeenth Street, which had a small plaque on the column by the porch that read THREE JEWELS BUDDHIST CENTER. Ray had his breath and his composure back, and was able to watch comfortably from behind a light post across the street as Audrey climbed the steps of the center. As she got to the top step, the leaded-glass door flew open and two old ladies came rushing out, frantic, it seemed, to tell Audrey something, but entirely out of control. The old ladies looked familiar. Ray stopped breathing and dug into the back pocket of his jeans. He came up with the photocopies he'd kept of the driver's-license photos of the women Charlie had asked him to find. It was them: Esther Johnson and Irena Posokovanovich, standing there with the future Mrs. Macy. Then, just as Ray was trying to get his head around the connection, the door of the Buddhist center opened again and out charged what looked like a river otter in a sequined minidress and go-go boots, bent on attacking Audrey's ankles with a pair of scissors. Charlie and Inspector Rivera stood outside Fresh Music in the Castro, trying to peer in the windows past the cardboard cutouts and giant album covers. According to the hours posted on the door, the store should have been open, but the door was locked and it was dark inside. From what Charlie could see, the store was exactly as he had seen it years ago when he'd confronted Minty Fresh, except for one, distinct difference: the shelf full of glowing soul vessels was gone. There was a frozen-yogurt shop next door and Rivera led Charlie in and talked to the owner, a guy who looked entirely too fit to run a sweetshop, who said, â€Å"He hasn't opened for five days. Didn't say a word to any of us. Is he okay?† â€Å"I'm sure he's fine,† Rivera said. Three minutes later Rivera had obtained Minty Fresh's phone numbers and home address from the SFPD dispatcher, and after trying the numbers and getting voice mail, they went to Fresh's apartment in Twin Peaks to find newspapers piled up by the door. Rivera turned to Charlie. â€Å"Do you know of anyone else who could vouch for what you've been telling me?† â€Å"You mean other Death Merchants?† Charlie asked. â€Å"I don't know them, but I know of them. They probably won't talk to you.† â€Å"Used-book-store owner in the Haight and a junk dealer off lower Fourth Street, right?† Rivera said. â€Å"No,† Charlie said. â€Å"I don't know of anyone like that. Why did you ask?† â€Å"Because both of them are missing,† Rivera said. There was blood all over the walls of the junk dealer's office. There was a human ear on the floor of the bookstore in the Haight.† Charlie backed against the wall. â€Å"That wasn't in the paper.† â€Å"We don't release stuff like that. Both lived alone, no one saw anything, we don't know that a crime was even committed. But now, with this Fresh guy missing – â€Å" â€Å"You think that these other guys were Death Merchants?† â€Å"I'm not saying I believe that, Charlie, it could just be a coincidence, but when Ray Macy called me today about you, that was actually the reason I came to find you. I was going to ask you if you knew them.† â€Å"Ray ratted me out?† â€Å"Let it go. He may have saved your life.† Charlie thought about Sophie for the hundredth time that night, worried about not being there with her. â€Å"Can I call my daughter?† â€Å"Sure,† Rivera said. â€Å"But then – â€Å" â€Å"Book 'em Danno in the Mission,† Charlie said, pulling his cell phone out of his jacket pocket. â€Å"That can't be ten minutes away. I think the owner is one of us.† Sophie was fine, feeding Cheese Newts to the hellhounds with Mrs. Korjev. She asked Charlie if he needed any help and he teared up and had to get control of his voice before he answered. Seven minutes later they were parked crossways in the middle of Valencia Street, watching fire trucks blasting water into the second story of the building that housed Book 'em Danno. They got out of the car and Rivera showed his badge to the police officer who had been first on the scene. â€Å"Fire crews can't get in,† the cop said. â€Å"There's a heavy steel fire door in the back and those shutters must be quarter-inch steel or more.† The security shutters were bowed outward and had thousands of small bumps all over them. â€Å"What happened?† Rivera asked. â€Å"We don't know yet,† said the cop. â€Å"Neighbors reported an explosion and that's all we know so far. No one lived upstairs. We've evacuated all the adjacent buildings.† â€Å"Thanks,† Rivera said. He looked at Charlie, raised an eyebrow. â€Å"The Fillmore,† Charlie said. â€Å"A pawnshop at Fulton and Fillmore.† â€Å"Let's go,† Rivera said, taking Charlie's arm to help speed-limp him to the car. â€Å"So I'm not a suspect anymore?† Charlie asked. â€Å"We'll see if you live,† Rivera said, opening the car door. Once in the car, Charlie called his sister. â€Å"Jane, I need you to go get Sophie and the puppies and take them to your place.† â€Å"Sure, Charlie, but we just had the carpets cleaned – Alvin and – â€Å" â€Å"Do not separate Sophie and the hellhounds for one second, Jane, do you understand?† â€Å"Jeez, Charlie. Sure.† â€Å"I mean it. She may be in danger and they'll protect her.† â€Å"What's going on? Do you want me to call the cops?† â€Å"I'm with the cops, Jane. Please, go get Sophie right now.† â€Å"I'm leaving now. How am I going to get them all into my Subaru?† â€Å"You'll figure it out. If you have to, tie Alvin and Mohammed to the bumper and drive slowly.† â€Å"That's horrible, Charlie.† â€Å"No, it's not. They'll be fine.† â€Å"No, I mean they tore my bumper off last time I did that. It cost six hundred bucks to fix.† â€Å"Go get her. I'll call you in an hour.† Charlie disconnected. Well, claymores suck, I can tell you that,† said Babd. â€Å"I used to like the big sword claymore, but now†¦now they have to make them all splody and full of – what do you call that stuff, Nemain?† â€Å"Shrapnel.† â€Å"Shrapnel,† said Babd. â€Å"I was just starting to feel like my old self – â€Å" â€Å"Shut up!† barked Macha. â€Å"But it hurts,† said Babd. They were flowing along a storm sewer pipe under Sixteenth Street in the Mission. They were barely two-dimensional again, and they looked like tattered black battle flags, threadbare shadows, oozing black goo as they moved up the pipe. One of Nemain's legs had been completely severed and she had it tucked under her arm while her sisters towed her through the pipe. â€Å"Can you fly, Nemain?† asked Babd. â€Å"You're getting heavy.† â€Å"Not down here, and I'm not going back up there.† â€Å"We have to go back Above,† said Macha. â€Å"If you want to heal before a millennium passes.† As the three death divas came to a wide junction of pipes under Market Street, they heard something splashing in the pipe ahead. â€Å"What's that?† said Babd. They stopped. Something pattered by in the pipe they were approaching. â€Å"What was that? What was that?† asked Nemain, who couldn't see past her sisters. â€Å"Looked like a squirrel in a ball gown,† said Babd. â€Å"But I'm weak and could be delusional.† â€Å"And an idiot,† said Macha. â€Å"It was a gift soul. Get it! We can heal Nemain's leg with it.† Macha and Babd dropped their unidexter sister and surged forward toward the junction, just as the Boston terrier stepped into their path. The Morrigan backpedaling in the pipe sounded like cats tearing lace. â€Å"Whoa, whoa, whoa,† chanted Macha, what was left of her claws raking the pipe to back up. Bummer yapped out a sharp tattoo of threat, then bolted down the pipe after the Morrigan. â€Å"New plan, new plan, new plan,† said Babd. â€Å"I hate dogs,† said Macha. They snagged their sister as they passed her. â€Å"We, the goddesses of death, who will soon command the all under darkness, are fleeing a tiny dog,† said Nemain. â€Å"So what's your point, hoppie?† said Macha. Over in the Fillmore, Carrie Lang had closed her pawnshop for the night and was waiting for some jewelry she'd taken in that day to finish in the ultrasonic cleaner so she could put it in the display case. She wanted to finish and get out of there, go home and have dinner, then maybe go out for a couple of hours. She was thirty-six and single, and felt an obligation to go out, just on the off chance that she might meet a nice guy, even though she'd rather stay home and watch crime shows on TV. She prided herself on not becoming cynical. A pawnbroker, like a bail bondsman, tends to see people at their worst, and every day she fought the idea that the last decent guy had become a drummer or a crackhead. Lately she didn't want to go out because of the strange stuff she'd been seeing and hearing out on the street – creatures scurrying in the shadows, whispers coming from the storm drains; staying at home was looking better all the time. She'd even started bringing her five-year-old basset hound, Cheerful, to work with her. He really wasn't a lot of protection, unless an attacker happened to be less than knee-high, but he had a loud bark, and there was a good chance that he might actually bark at a bad guy, as long he wasn't carrying a dog biscuit. As it turned out, the creatures who were invading her shop that evening were less than knee-high. Carrie had been a Death Merchant for nine years, and after adjusting to the initial shock about the whole phenomenon of transference of souls subsided (which only took about four years), she'd taken to it like it was just another part of the business, but she knew from The Great Big Book of Death that something was going on, and it had her spooked. As she went to the front of the store to crank the security shutters down, she heard something move behind her in the dark, something low, back by the guitars. It brushed a low E-string as it passed and the note vibrated like a warning. Carrie stopped cranking the shutters and checked that she had her keys with her, in case she needed to run through the front door. She unsnapped the holster of her. 38 revolver, then thought, What the hell, I'm not a cop, and drew the weapon, training it on the still-sounding guitar. A cop she had dated years ago had talked her into carrying the Smith & Wesson when she was working the store, and although she'd never had to draw it before, she knew that it had been a deterrent to thieves. â€Å"Cheerful?† she called. She was answered by some shuffling in the back room. Why had she turned most of the lights out? The switches were in the back room, and she was moving by the case lights, which cast almost no light at the floor, where the noises were coming from. â€Å"I have a gun, and I know how to use it,† she said, feeling stupid even as the words came out of her mouth. This time she was answered by a muffled whimper. â€Å"Cheerful!† She ducked under the lift gate in the counter and ran to the back room, fanning the area with her pistol the way she saw them do in cop shows. Another whimper. She could just make out Cheerful, lying in his normal spot by the back door, but there was something around his paws and muzzle. Duct tape. She reached out to turn on the lights and something hit her in the back of the knees. She tried to twist around and something thumped her in the chest, setting her off balance. Sharp claws raked her wrists as she fell and she lost her grip on the revolver. She hit her head on the doorjamb, setting off what seemed like a strobe light in her head, then something hit her in the back of the neck, hard, and everything went black. It was still dark when she came to. She couldn't tell how long she'd been out, and she couldn't move to look at her watch. Oh my God, they've broken my neck, she thought. She saw objects moving past her, each glowing dull red, barely illuminating whatever was carrying them – tiny skeletal faces – fangs, and claws and dead, empty eye sockets. The soul vessels appeared to be floating across the floor, with a carrion puppet escort. Then she felt claws, the creatures, touching her, moving under her. She tried to scream, but her mouth had been taped shut. She felt herself being lifted, then made out the shape of the back door of her shop opening as she was carried through it, only a foot or so off the floor. Then she was hoisted nearly upright, and she felt herself falling into a dark abyss. They found the back door to the pawnshop open and the basset hound taped up in the corner. Rivera checked the shop with his weapon drawn and a flashlight in one hand, then called Charlie in from the alley when he found no one there. Charlie turned on the shop lights as he came in. â€Å"Uh-oh,† he said. â€Å"What?† Rivera said. Charlie pointed to a display case with the glass broken out. â€Å"This case is where she displayed her soul vessels. It was nearly full when I was in here – now, well†¦Ã¢â‚¬  Rivera looked at the empty case. â€Å"Don't touch anything. Whatever happened here, I don't think it was the same perp who hit the other shopkeepers.† â€Å"Why?† Charlie looked back to the back room, to the bound basset hound. â€Å"Because of him,† Rivera said. â€Å"You don't tie up the dog if you're going to slaughter the people and leave blood and body parts everywhere. That's not the same kind of mentality.† â€Å"Maybe she was tying him up when they surprised her,† Charlie said. â€Å"She kind of had the look of a lady cop.† â€Å"Yeah, and all cops are into dog bondage, is that what you're saying?† Rivera holstered his weapon, pulled a penknife from his pocket, and went to where the basset hound was squirming on the floor. â€Å"No, I'm not. Sorry. She did have a gun, though.† â€Å"She must have been here,† Rivera said. â€Å"Otherwise the alarms would have been set. What's that on that doorjamb?† He was sawing through the duct tape on the basset's paws, being careful not to cut him. He nodded toward the doorway from the shop to the back room. â€Å"Blood,† Charlie said. â€Å"And a little hair.† Rivera nodded. â€Å"That blood on the floor there, too? Don't touch.† Charlie looked at a three-inch puddle to the left of the door. â€Å"Yep, I think so.† Rivera had the basset's paws free and was kneeling on him to hold him still while he took the tape off his muzzle. â€Å"Those tracks in it, don't smear them. What are they, partial shoe prints?† â€Å"Look like bird-feet prints. Chickens maybe?† â€Å"No.† Rivera released the basset, who immediately tried to jump on the inspector's Italian dress slacks and lick his face in celebration. He held the basset hound by the collar and moved to where Charlie was examining the tracks. â€Å"They do look like chicken tracks,† he said. â€Å"Yep,† Charlie said. â€Å"And you have dog drool on your jacket.† â€Å"I need to call this in, Charlie.† â€Å"So dog drool is the determining factor in calling in backup?† â€Å"Forget the dog drool. The dog drool is not relevant. I need to report this and I need to call my partner in. He'll be pissed that I've waited this long. I need to take you home.† â€Å"If you can't get the stain out of that thousand-dollar suit jacket, you'll think it's relevant.† â€Å"Focus, Charlie. As soon as I can get another unit here, I'm sending you home. You have my cell. Let me know if anything happens. Anything.† Rivera called the dispatcher on his cell phone and asked him to send a uniform unit and the crime-scene squad as soon as they were available. When he snapped the phone shut, Charlie said, â€Å"So I'm not under arrest anymore?† â€Å"No. Stay in touch. And stay safe, okay? You might even want to spend a few nights outside of the City.† â€Å"I can't. I'm the Luminatus, I have responsibilities.† â€Å"But you don't know what they are – â€Å" â€Å"Just because I don't know what they are doesn't mean I don't have them,† Charlie said, perhaps a little too defensively. â€Å"And you're sure you don't know how many of these Death Merchants are in the City, or where they might be?† â€Å"Minty Fresh said there was at least a dozen, that's all I know. This woman and the guy in the Mission were the only ones I spotted on my walks.† They heard a car pull up in the alley and Rivera went to the back door and signaled to the officers, then turned to Charlie. â€Å"You go home and get some sleep, if you can, Charlie. I'll be in touch.† Charlie let the uniformed police officer lead him to the cruiser and help him into the back, then waved to Rivera and the basset hound as the patrol car backed out of the alley.

Description of a Subculture: Gymnastics Competitive Team Essay

Culture is the ways of thinking, acting and the material objects that form a people’s way of life. Within each culture there are many subcultures, which are cultural groups within a larger culture with similar beliefs. Many times, the subculture a person belongs to provide him/her with a sense of identity and belonging. Subcultures are characterized by their origin and the characteristics that define it. While growing up I belonged to many different subcultures, but my main one was my gymnastics competitive team. This was definitely the most influential and time-consuming subculture I was a part of and is considered a special interest subculture. Along with its origin, subcultures also have a set of characteristics that are used systematically and provide one with information. Characteristics include boundary rigidity, language/jargon, values, identifying signs, the degree of attachment and initiation rituals. Boundary rigidity refers to the subcultures’ exclusivity and how one can become a part of it. My gymnastics team was considerably exclusive. The team I was on consisted of about seven or eight people, who all started at the young age of about three or four. As little kids we practiced in hopes of becoming good enough to be part of the competitive team, knowing that it required a certain level of skills and commitment. This fact alone shows the high degree of exclusivity because not just anyone could become a part of this subculture, one had to work hard for it. As a part of the team, I had to be fully committed to giving up the majority of my free time. Most days, if I wasn’t at school I was at the gym practicing. Due to the high degree of exclusivity, I would consider this subculture to be very structured. There was always a schedule to follow: when to be at the gym, what events to practice and for how long, etc. Being a part of the team is significantly exclusive, but leaving is not necessarily as difficult, it was just very rare. After all of the hard work and time that a gymnast invests in the team, they usually don’t give it up easily. Therefore, this subculture has strong boundary rigidity. Another characteristic of a subculture is the language/jargon used by its members. Language can refer to the way its members walk, talk, carry  themselves, the slang words used, etc. Within my gymnastics team there was a lot of language we used that set us apart from other subcultures. The technical terms used in the sport of gymnastics is one of the obvious language barriers because only those who are familiar with the sport understand the terms and their meanings. The way gymnasts carry themselves also sets them apart from others. An example of this is when I was on the track team, a coach pointed out that I ran like a gymnast. Although I was not with my teammates or talking about gymnastics, the way I ran was an indicator of the subculture I was associated with. Values are another characteristic of a subculture. These are the group’s ideas about what is right or wrong, what’s important, how they view other people and so forth. As a part of a competitive gymnastics team, I grew up learning the values my coaches instilled in me time and time again. Things like hard work, dedication and commitment. As a part of the team, we all valued our coaches opinions and demands for what we were expected to do. At a young age we learned to that if you want something, you have to work to get it. We also learned that practicing and being in the gym was what was important, while free time and friends were not. Additionally, identifying signs is another characteristic of a subculture. This can be interpreted as labels, what the members are wearing/listening to/using and inside jokes or nicknames. There are three types of signs: private, public and covert. Private signs are displayed only to the subculture, public signs are shown to everyone and everyone knows what they mean and covert signs are displayed publicly, but are only known by the subculture. Some signs associated with gymnastics is the â€Å"DG† label, which is a brand of gymnastics sports wear. Most people wearing this participate in gymnastics and only those familiar with the sport would know the labels association with gymnastics. Another sign is the â€Å"USA Gymnastics† bumper sticker. This is a public sign that clearly shows association with the subculture. Furthermore, as a team we tend to become very close, so there tends to be a lot of inside jokes and nicknames used. These are covert signs because we would shout the nicknames or talk about the inside jokes publicly, but only we would know their meaning. The degree of attachment is another characteristic of a subculture. This refers to the groups’ importance to its members. As a gymnast, my degree of attachment to my team was very high. Having been involved in the sport for the majority of my childhood, I considered the sport my life. I would eat, sleep and breathe gymnastics; when I wasn’t doing it, I was thinking about it. Being on a competitive team, I would spend a lot of time at the gym, so my team and coaches became like a second family. At this point, it wasn’t just the sport I was attached to, it was the friends I made and the experiences I continued to have. As I grew older, my degree of attachment to the sport heightened. The sport became more demanding and as a result, the degree of attachment continued to rise. Even to this day, although I am not an active member of this subculture, I still consider myself a part of it and I am still very much attached. Once a gymnast, always a gymnast. Initiation rituals are the characteristics of a subculture that lets one know when they are a part of the group. For gymnastics, there was no set initiation ritual. You knew you were a part of the team when you finally achieved the skills required and the head coach asked you to start practicing with the team. Throughout ones’ life, he/she is a part of many different subcultures. For me, the most influential subculture I was a part of was my competitive gymnastics team. This is a special interest subculture with many characteristics that set it apart from other subcultures. It gave me my sense of identity, as well as a sense of belonging. It is where I devoted most of my time and energy and will forever be a part of who I am.

Learning management system Essay

Introduction The internet has now become a part of the 21st century world. Everything and everyone is getting online. And those who are not doing so are missing out on the power of this modern age. Can the field of education be any far behind? Indeed not, as is evident from the introduction of E-learning! Learning is a complex process where student’s motivation, teacher, learning material and several other aspects interact with each other. Nowadays, the traditional classroom teaching has changed more and more into a virtual environment where different issues about learning has to be taken into account. Learning has dramatically changed over recent decades when technical revolution has brought different opportunities to learn via the Internet. E-learning is a term that is used to refer to computer-based learning. It uses computer based training and teaching materials, online conferencing, discussion boards, e-mail, computer-aided assessment, and other related methods. AdU E-learning has been introduced to the students of Adamson University. Each student has his/her own account. Their student number would be the username for the account and their initial password will be given through the ITC (Information Technology Center). This Learning Management System has clearly become one of the most adopted learning frameworks for education. AdU E-learning has become one of the innovations of learning and teaching for educational institution and it clearly defines a vast advantage of providing a newer form of learning environment for students and a great supplement for teachers. This will further enhance learning capability on a new better environment, providing student-enhanced learning method and for teachers with enhanced delivery and management for lessons. We chose this kind of topic for our thesis because we are aware of the benefits we can get from the E-learning. The most attractive feature of E-learning is that it is student-centered. Since most of the students are inclined to social networking sites, using E-learning is just a piece of cake. This software also accommodates individual preferences and needs. At the same time, it empowers students of various backgrounds to have equal access to the best resources and referral material, lecture sessions, and tutoring. The set-up of E-learning allows students to learn easily for the standardized tests by downloading the study material they want, rather than paying hefty bills to tuitions. In other words, the online environment allows a learning atmosphere where there is a better focus on study due to the effect of saved efforts, time and lesser hassles. E-learning opens up a new world of studying comfortably and with better results. Statement of the Problem Major Problem: How can AdU E-learning improve students’ learning ability? Minor Problems: 1. What is the demographic profile of the respondents in terms of: a. Course b. Year level c. Age d. Frequency of using AdU E-learning e. Accessibility to the internet 2. How effective is AdU E-learning in terms of: a. Academic performance b. Dissemination of information c. Submission of projects d. Enrollment e. Grading f. Accessibility to lessons and discussions g. General graphical user interface h. Management of students’ records Scope and Limitations This study is all about improving students’ learning ability through AdU E-learning. We will study about how AdU E-learning helps students on different aspects. This also intends to sum up all the features of the said learning management system that aids on the easy accessibility Significance of the Study The study on the effectiveness of AdU E-learning on the improvement of students’learning ability is beneficial to the following: 1. Adamson University administrators will know how E-learning helps in the awareness of the students on information and updates about the school. This will also help them review on how helpful does the posting of grades online on the students’ assessment of his/her performance. 2. Adamson University Professors / Instructors can review a student’s scores and identify any areas that need additional teaching. Bringing a lot of school projects to be checked at home is a hassle but with the aid of E-learning they will have a convenient way of checking his/her student’s project. AdU E-learning can be updated easily and quickly. It is easy to keep up-to-date because the updated materials are simply uploaded to a server. Professors can also disseminate information through the software. 3. Adamson University students will be informed about updates and current events in Adamson University. E-learning is very beneficial when it comes to subject enlistment because through this the students can avoid crowded and long lines during enrollment. It also aids for a faster way of submitting any requirements to their professors. Through the posting of grades online, students can monitor their  academic performances. They will be aware on what subjects they need to focus on. It also saves paper because instead of printing or photocopying you can have an access to reading materials through PDFs and Powerpoint presentations. This is also a user-friendly software. Definition of Terms The following terms were used in the study: 1. Adamson University. It is a catholic university in Manila, Philippines wherein the researchers will conduct their survey. 2. AdU E-learning. It is an electronic learning software or a learning management system exclusive for Adamsonians that helps them have a convenient accessibility  to lectures and announcements. 3. Academic performance. This is one of the factors considered on how effective AdU E-learning is. It is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. 4. Engineering students. They are the respondents of this study. They’re the ones who take up any engineering courses in Adamson University. 5. General Graphical User interface. It is a program interface that takes advantage of the computer’s graphics capabilities to make the program easier to use. 6. Information. These are the facts provided or learned about something or someone. 7. Internet access. It is the means by which individual terminals, computers, mobile devices, and local area networks are connected to the global Internet. 8. Learning. It is a process where a human absorbs information, memorizes and processes it for further use. 9. Learning ability. It is the student’s mental ability. 10. Learning style. This refers to how a learner prefers to learn. 11. Online reservation of subjects. It is an easier way of enlisting or reserving the subjects the students want to take up for the next semester. 12. Technology. It refers to the making, modification, usage, and knowledge of tools,  machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. CHAPTER 2 Review of the Related Literature and Studies What are the processes that can improve students’ learning ability? According to Pashler, et. al. (2007), much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations are intended to provide teachers with specific strategies for organizing both  instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations. We recommend a set of actions that teachers can take that reflect the process of teaching and learning, and that recognizes the ways in which instruction must respond to the state of the learner. It also reflects our central organizing principle that learning depends upon memory, and that memory of skills and concepts can be strengthened by relatively concrete—and in some cases quite non-obvious strategies. Furthermore, on www.collegeatlas. org, struggling to become a successful college student, some people erroneously believe that studying a lot is the answer. While increasing the amount of time you dedicated to your studies may be important, the key to becoming a successful college student is learning to studying smart. In college, time quickly becomes a rare commodity, course work is lengthy, competition is intense, and the level of expectation is quite a bit higher than it was when you were in high school. Sometimes you’re going to feel there aren’t enough hours in the day to get everything done, and done correctly. And you know what? You’ll be right! There will never be enough hours in the day to get everything done, if you don’t learn how to study smart. Our study skills guides for college students were designed with college students in mind. Time management, note taking, reading comprehension, essay writing, test taking, active listening, stress management, researching, and memorization are only a few of the topics addressed in our study skills guides for college students. If you’ll take the time to learn and apply the concepts, principles, and skills taught in our study guides and tutorials, you’ll not only  improve your academic performance and ability to learn, but you may even find that at the end of the day you have a little free time on your hands. (www. collegeatlas. org) According to the website, www. academictips. org, reviewing your chosen study topic is one of the techniques you have to do to improve one’s learning ability. The steps are as follows. After your five-minute rest, read the same information again. Concentrate only on those points that are most important. Then take another five-minute break and re-read once more, fitting all the bits of information together. Both of these reviews would be made even better by note-taking in whatever way you find easy and helpful. Make sure that the notes you make are well organized! One week and two weeks later review the topic again using your notes. By now you should have found that there has been a huge improvement in your ability to remember, understand and use that information. Finally, you must revise. This is simply a way of drawing loose ends together with the same study method but this time using your notes only. If you use the above methods while you are still following a course of study, your final revision will be  made much easier. Some students who have used these methods early find that very little final revision is necessary. They became so good at remembering the work during the course of the year that they didn’t need to do anymore! What are the effects of E-learning to students? According to â€Å"A Study Into The Effects Of E- Learning On Higher Education† by Singh, et. al. (2005), e-learning could have potentially major effects on the way higher education is designed, implemented and delivered. Until now, universities have been static in their structure and delivery of higher education courses. However, demand for learning has never been so high, and this in conjunction with the need to geographically broaden learning may prompt universities to introduce e-learning initiatives. The same demands for learning and the increased revenue of independent educational providers, has produced a real threat to the very existence of the traditional university. e-learning may provide universities with a means of exceeding the newly formed competition, by taking full advantage of their traditional, already established reputations. For students, e-learning can provide an educationally-superior alternative to traditional  lectures, in which learning can take place outside the lecture hall. e- learning can also provide a model for students on how to become self directed independent learners, which may assist them to become ‘life long learners’. For lecturers, networked learning may cause changes in work patterns and even change their professional role, but in addition, e-learning provides them with the opportunity to test students in real business situations and new methods to evaluate each student’s learning. The role of the lecturer is predominant in the successful delivery of networked  learning initiatives, as lecturers have the influence to eliminate student’s technical frustrations, make students feel empowered and encourage students to interact with one another. (Singh, et. al. , 2005) Based from the results of the study â€Å"The Effect of E-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University† by Arman, et. al (2009), the goal of any learning activity is for learning to take place. A common way to measure the effectiveness of instruction is to measure learner achievement. Measuring  learner achievement in e-learning environments requires special attention. In fact, traditional methods for measuring learner achievement can be applied to e-learning courses with some forethought and modification. Quizzes, exams, team and individual projects, as well as written assignments, can all be used in e-learning courses. The use of electronic mediums can even make grading of tests and quizzes easier because scores can be tabulated immediately following the completion of a quiz or test, providing quick and accurate feedback to learners. From their discussion, it is clear that e-learning approach has good efficiency in learning  and improves the students’ achievement and attitudes toward this new systematic way of learning using the new technology based on computer and multimedia tools. After the results of the research have been lighted, the researcher would like to suggest the following: The e-learning approach should be used in our universities, especially occupation military barriers are usual; execute practical sessions for students of all levels concerning use of LMS; encourage instructors to practice the e-learning approach and use LMS; and establish an authoring unit for e-learning of different courses with different experts. (Arman, et. al. , 2009) Moreover, on Rodgers’, â€Å"Student Engagement in the E-Learning Process and the Impact on Their Grades† (2008), after controlling for student personal characteristics, it was found that one extra hour of e-learning engagement increase the module mark by 1. 035%. Given a sample standard deviation of 5. 61 hours, differences in e-learning engagement can be viewed as accounting for 5. 81% of the variation in student marks. These findings suggest that academic performance could potentially be improved by developing teaching strategies that encourage  greater student engagement in the e-learning process. The paper also provides evidence of the impact on academic performance of mismatches between e-teaching styles and e-learning styles. Evidence is found of personal-characteristic related differences in the effectiveness of the online teaching process. It is found that, after controlling for other factors, female students benefited less from e-learning than did their male counterparts. The study also found some tentative evidence to suggest that there was an interaction effect between a student’s country of origin and e-learning effectiveness. (Rodgers,2008) If it is eventually possible to find e-teaching methods that can accommodate different e- learning styles then we are likely to see an improvement in overall student academic achievement on e-learning based courses. (Rodgers,2008) According to â€Å"The Impact of E-Learning on StudentsPerformance in Tertiary Institutions† by Oye, et. al. (2012), e-learning has become an increasingly popular learning approach in higher educational institutions due to the rapid growth of Internet technologies. E- learning is the use of information and communication technology to enhance and facilitate teaching and learning. This study examines the application of e-learning model to explain acceptance of the e-learning technology within the academic settings. The study confirms that in order to foster individuals’ intention to use an e-learning, positive perception on e-learning use is crucial. By using linear regression analysis, the study verified that, while attitudes have influence on intention to use, the actual e-learning use has significant effect on students’ academic performance. E-learning use is associated with increased students’ academic performance. Recommendation was that, training and information sessions on e-learning need to focus  primarily on how the e-learning technology can help improve the efficiency and effectiveness of students’ learning process. (Oye, et. al, 2012) CHAPTER 3 Methodology Research Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument. Sampling Technique CHAPTER 3 Methodology Research Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument. Sampling Technique  Respondents were chosen using non-probability sampling technique. Statistical Treatment CHAPTER 4 Presentation of Data This chapter presents the data collected from the survey. Demographic Profile of the Respondents Course Frequency Percent (%) B. S. Computer Engineering 9 30 B. S. Electronics and Communications Engineering 21 70 B. S. Electrical Engineering 0 0 B. S. Civil Engineering 0 0 B. S. Industrial Engineering 0 0 B. S. Mechanical Engineering 0 0 B. S. Chemical Engineering 0 0 Total 30 100 Figure 1. Course of the Respondents Figure 1 explains the course of the respondents. 9 out of 30 or 30% of the respondents are taking B. S. Computer Engineering. 21 out of 30 or 70% of the respondents are taking B. S. Electronics and Communication Engineering. There were no respondents who take up the courses: B. S. Electric Engineering, B. S. Civil Engineering, B. S. Industrial Engineering, B. S. Mechanical Engineering, and B. S. Chemical Engineering. Year Frequency Percent(%) 1st Year 13 43. 33 2nd Year 1 3. 33 3rd Year 8 26. 67 4th Year 8 26. 67 5th Year 0 0 Total 30 100 Figure 2. Year Level of Respondents Figure 2 gives explanations on the year level of respondents. 13 out of 30 or 43. 33% ofthe respondents are on the 1st year level. 1 out of 30 or 3. 33% of the respondents are on the 2nd year level. 8 out of 30 or 26. 67% of the respondents are on the 3rd year level. 8 out of 30 or 26. 67% of the respondents are on the 4th year level. There were no respondents on the 5th year level. Age Frequency Percent (%) 16 years old or below 3 10 17-19 years old 22 73. 34 20-22 years old 4 13. 33 23 years old or above 1 3. 33 Total 30 100 Figure 3. Age of the Respondents Figure 3 gives details on the age of the respondents. 3 out of 30 or 10% of the respondents are 16 years old or below. 22 out of 30 or 73. 34% of the respondents are 17-19 years old. 4 out of 30 or 13. 33% of the respondents are 20-22 years old and 1 out of 30 or 3. 33% of the respondents are 23 years old or above. Frequency of using AdU E-learning Frequency Percent (%) Always 3 10 Seldom 15 50 Sometimes 12 40 Never 0 0 Total 30 100 Figure 4. Frequency of using AdU E-learning Figure 4 shows the frequency of using AdU E-learning. 3 out of 30 or 10% of the respondents are always using AdU E-learning. 15 out of 30 or 50% of the respondents are seldom using AdU E-learning. 12 out of 30 or 40% of the respondents are sometimes using AdU E-learning. There were no respondents who never used AdU E-learning. Devices used to access AdU E-learning Frequency Percent (%) Personal Computers 12 40 Computer Rentals 1 3. 33 Laptop 14 46. 67 Tablet 0 0 Android 3 10 Total 30 100 Figure 5. Devices used to access AdU E-learning Figure 5 shows the devices used by the respondents to access AdU E-learning. 12 out of 30 or 40% of the respondents are using personal computers to access AdU E-learning. 1 out of 30 or 3. 33% of the respondents are using computer rentals to access AdU E-learning. 14 out of 30 or 46. 67% of the respondents are using laptops to access AdU E-learning. 3 out of 30 or 10% of the respondents are using androids to access AdU E-learning. There were no respondents who use tablets to access AdU E-learning. Survey proper Academic Performances Frequency Percent (%) Yes 26 86. 67 No 4 13. 33 Total 30 100 Figure 6. Academic Performance Figure 6 shows that 26 out of 30 or 86. 67% of the respondents use AdU E-learning to help on their studies while 4 out of 30 or 13. 33% of the respondents stated that AdU E-learning does not help on their studies. Thus, AdU E-learning can help the students on their studies. Dissemination of Information Frequency Percent (%). Yes 16 53. 33 No 14 46. 67 Total 30 100 Figure 7. Dissemination of Information Figure 7 presents that 16 out of 30 or 53. 33% of the respondents are well-updated about the announcements, agendas and currents events happening in the school through the aid of AdU E-learning while 14 out of 30 or 46. 67% of the respondents are not well-updated about the announcements, agendas and currents events in the school through the aid of AdU E-learning. Thus, AdU E-learning is an efficient aid for keeping the students well-updated about the announcements, agendas and currents events happening in the school. Submission of Requirements Frequency Percent (%) Yes 13 43. 33 No 17 56. 67 Total 30 100 Figure 8. Submission of Requirements (projects, assignments and others) Figure 8 exhibits that 13 out of 30 or 43. 33% of the respondents use AdU E-learning to submit requirements to their professors while 17 out of 30 or 56. 67% of the respondents don’t use AdU E-learning to submit requirements to their professors. Thus, AdU E-learning as a means of submitting requirements to the professors is notyet introduced to most students of Adamson University. Reservation of Subjects Frequency Percent(%) Yes 22 73. 33 No 8 26. 67 Total 30 100 Figure 9. Reservation of Subjects Figure 9 shows that 22 out of 30 or 73. 33% of the respondents stated that reservation of subjects through the AdU E-learning is more convenient while 8 out of 30 or 26. 67% stated that reservation of subjects through AdU E-learning is not convenient. Thus, AdU E-learning makes it more convenient for the students to reserve subjects. Online Posting of Grades Frequency Percent(%) Yes 30 100 No 0 0 Total 30 100 Figure 10. Posting of Grades Figure 10 shows that 30 out of 30 or 100% affirm that posting of grades through AdU E-learning is helpful. There were no respondents who affirm that AdU E-learning’s posting of grades is not helpful. Thus, AdU E-learning’s posting of grades is very helpful to the students of Adamson University. Accessibility to Lessons and Discussions Frequency Percent(%) Yes 20 66. 67 No 10 33. 33 Total 30 100 Figure 11. Accessibility to Lessons and Discussions Figure 10 presents that 20 out of 30 or 66. 67% of the respondents use AdU E-learning as reference for their lessons in class while 10 out of 30 or 33. 33% of the respondents don’t use AdU E-learning as reference for their lessons in class. Thus, AdU E-learning is an effective reference for students’ lessons in class. Accessibility to AdU E-learning Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 12. Easy accessibility to AdU E-learning Figure 12 shows that 27 out of 30 or 90% of the respondents have an easy accessibility to AdU E-learning while 3 out of 30 or 10% of the respondents don’t have an easy accessibility to AdU E-learning. Thus, AdU E-learning can be easily accessed by the students. Effectiveness of Keeping Records Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 13. Effectiveness of Keeping Records. Figure 13 shows that 27 out of 30 or 90% of the respondents find AdU E-learning as an effective aid for keeping students’ records while 3 out of 30 or 10% of the respondents don’t find AdU E-learning as effective aid for keeping students’ records Thus, AdU E-learning is as an effective aid for keeping students’ record. CHAPTER 5 Conclusions and Recommendations Conclusions: In this study, the following conclusions are derived: 1. Adamson University E-learning is very helpful to the students when it comes to their studies. 2. Adamson University E-learning is a useful means for disseminating information to the students. 3. Adamson University E-learning as a means for online submission of requirements is not yet introduced to most of the students in Adamson University. 4. Adamson University E-learning makes it easier and convenient for the students to reserve their subjects. 5. Posting of grades through Adamson University E-learning is very helpful for the students’ academic awareness. 6. Lectures, may be it a pdf file or a powerpoint presentation, uploaded in Adamson University E-learning by the instructors are of big help for the students. 7. Students find it easy to access Adamson University E-learning because of its user- friendly interface. 8. Adamson University E-learning is an effective aid for keeping students’ record. Recommendations Based on the mentioned conclusions, the following are recommended: 1. The professors should introduce the online submission of requirements through Adamson University E-learning so that it will make things easier and faster. 2. The maintenance of Adamson University E-learning should be focused on so that technical errors and problems can be avoided. 3. Dissemination of information through Adamson University E-learning should also be improved. Bibliography  Books, magazines and encyclopedias Pashler, H. , et. al. (2007). Organizing Instruction and Study to Improve Student Learning . IES Practice Guide. NCER 2007-2004. National Center for Education Research, 63. Available from: ED Pubs. PO Box 1398Jessup. Singh, G. , et. al. (2005). A Study into the Effects of E-Learning on Higher Education. Journal of University Teaching and Learning Practice. Arman, A. , et. al. (2009). Effect of E-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. Innovation and Knowledge. 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