French Essays Abortion Laws in France

French Essays Abortion Laws in France Abortion laws in France does the system support a pro-choice or pro-life ideology? The way in which abortion has been viewed culturally has changed dramatically over time. Since the beginning of the twentieth century, attitude change began to liberalise alongside the social and cultural changes spreading through Western Europe.   A number of factors have been presented in the literature as contributing to the ‘wave of change’ evident in contemporary feelings towards abortion. Approximately 50 million abortions are currently carried out worldwide regardless of the differences in laws between countries. More than one-third of these procedures are performed illegally (mainly in the developing world) with nearly one-half taking place outside the health care systems. Once deemed a sin punishable by death, with more relaxed and liberal attitudes towards sexuality and reproduction, the act of aborting a foetus is now seen by many as a woman’s right. Often classified under the title of a ‘pro-choice’ standpoint, the decision of whether to continue with a pregnancy is seen to rest with the individual, and Governments following this perspective should thus offer the procedure in a safe and supportive environment demonstrating their recognition that a woman should have the right of control over their own fertility. Around two-thirds of the world’s women live in such countries, where abortion can be carried out on request, or for a range of reasons. Such laws have led to the development and rise of safe and legal abortions, leading to the rates of pregnancy-related complications such as death for mother or infant, to decrease. The pace of such liberalisation is however not constant across continents and countries, and laws differ in whether reasons need to be given in regards to the request of the abortion, conditions involved in obtaining treatment, and lastly whether consent of some form, other than that of the female is required. Different levels of explanation required before the abortion is provided can vary from physical and mental health risks to the mother and foetus, to socio-medical or socio-economic reasons, to abortion upon request (predominantly within first trimester). Also, consent in some countries is required for minors (under 16 years, UK) or in more restrictive nations from the spouse of married women (Japan, Turkey). Countries that have more stringent and restrictive conditions have contributed to the slowing in abortion law reform, with restrictions actually increasing within the legal systems of some places. Often classified as a ‘pro-life’ perspective, such countries vie w the right of the foetus to life from conception, irrespective of the wishes of the mother. Countries that clearly fall into this category include the United States, where further liberalisation of abortion through changes to the law, have been blocked. Abortion laws in France currently allow women to have an abortion up to 12 weeks into pregnancy; however there are a number of processes that women must comply with in order to get the procedure authorised. Not only do French women wishing to get an abortion have to attend mandatory ‘pre-abortion counselling’ but they also need to adhere to a seven day cooling-off period after the counselling before the abortion can take place. France had in earlier time been especially restrictive in its allowance of abortion; during Nazi occupation in 1940-1941 abortion was a criminal offence, and those practicing in providing abortions could be punished by death if convicted – a lady who had performed a number of illegal abortions around this time was executed in 1942. Although the death penalty was dropped in 1944, abortions were still performed in secret up until the 1970’s when French law was relaxed in order to allow women to have an abortion up to tenth week of preg nancy (Law No. 79-1204 of 31 December 1979) and this was then increased in 2001 to be available up to week 12. After this time the agreement of two physicians stating the health of the woman is endangered is required in order to allow an abortion to be performed. The implications of these requirements can mean a number of things for women. The time limit within French laws often mean that French women wanting to terminate their pregnancy after the twelfth week are required to travel elsewhere (such as the UK) in order to get the treatment. This itself can incur financial consequences through cost of travel and possibly prolonged time off work, but also psychologically as their support systems may not be accessible when abroad, and the stress of travelling to a foreign land with a different language may also add considerably to an already distressing situation. In cases where a woman is within the timeframe to get the abortion in France, so-called counselling sessions are often biased towards getting the female to keep the baby and can thus prove emotionally and psychologically challenging and upsetting, whilst the waiting period can prolong stress and distress levels with having to wait for the procedure to take place. Such actions can theref ore severely interfere with the woman’s decision making process, which ultimately has the potential to lead to a decision being made that will later be regretted. The time limit of twelve weeks thus limits women’s choice to have an abortion, and when the limit is missed can either lead to an unwanted child or the instigation of an illegal abortion that is likely to be under less safe, with greater health risks than regulated abortions, or where the woman is required to travel outside the country with the associated stressors of doing so, to have the procedure completed. As to whether French laws are thus consistent with a pro-choice or pro-life approach, the distinction in this country is not clear cut. The fact that women (over 16) may opt for an abortion on request without specific reasoning given, without consent from another required, appears to be consistent with the liberal pro-choice perspective. However the relatively strict time limit imposed, coupled with the enforced and often biased ‘counselling’ and set waiting period before the procedure can be performed does appear to attempt to make it as difficult as possible within the framework of French law, for the woman to terminate her unwanted pregnancy. French law can therefore be seen to be more pro-life than other similar western European countries such as the UK where counselling is not mandatory, and abortion can be performed up to 24 weeks into pregnancy. French law may in light of the points discussed, be seen to fall within some median point on the continuum between pro-life and pro-choice ideology, which may seen to benefit from giving the unborn foetus a degree of right to life, and yet also be seen to be restricting women in respect to their own reproduction capacity, in comparison to similar European countries, which may anger many in our culturally liberal modern day society. ESSAY PLAN: ABORTION LAWS IN FRANCE: DOES THE SYSTEM SUPPORT A PRO-CHOICE OR PRO-LIFE IDEOLOGY? INTRODUCTIONWhat has the background to abortion laws been, and how has mood and societal reflection on the topic changed over time†¦ PRO-CHOICE PROLIFE EXPLANATIONWhat are the pro-life and pro-choice movements, and what does each of these perspectives involve†¦. THE LAWS IN FRANCE Current laws and requirements for abortion to be granted IS FRANCE PRO-LIFE OR PRO-CHOICE?Are French laws consistent with a pro-life or pro-choice ideology? CONCLUSION OF THE POINTS REFERENCES Abortion in Law, History and Religion (1995) Childbirth by choice Trust ‘Abortion Policy: France’ The Population Policy Data Bank: Population Division of the Department of Economic and Social Affairs of the United Nations Secretariat Gearty, C (2004) ‘The politics of abortion’ The Tablet Latham, C ‘Policy networks and reproductive rights in France and Britain’ BRIEFING PAPERS ‘Crafting an abortion law that respects women’s rights: Issues to consider’ (2004) Center for Reproductive Rights ‘Safe and legal abortion is a woman’s human right’ (2004) Center for Reproductive Rights INTERNET RESOURCES http://cyber.law.harvard.edu/population/abortion/France.abo.htmhttp://www.protectchoice.org/http://www.abortionfacts.com/http://www.prochoiceforum.org.uk/al11.asp

Desiree’s Baby

Desiree's baby Kate Chopin wrote the short story â€Å"Desiree's baby† in 1892, when black people where considered second-class citizens. Even though the slaves were freed in 1865 as a directly consequence of the north states victory at the civil war, racial segregation were at it highest, particular because of the â€Å"Jim Crow† laws. Black people were free – but their opportunities were not good. Even tough many new schools and churches were built for the black people, racism were a big sinner and black people were treated very bad – especially in the south states.Miscegenation was a cursed word, as the communities saw it as a crime and both the family and the baby were suppressed. Desiree felt that on her own body. â€Å"Desiree's baby† contains a lot of typical short story characteristics, e. g. â€Å"in media res† and an ambiguous ending – yet it differs on places, such as the length of the act and the number of characters â€⠀œ but Kate Chopin wrote both short stories and novels, so it's not unthinkable that she mixed the two genres here. The short story is told by an omniscient third-person narrator.It's not a limited narrator, as we hear more than one character's thoughts. E. g. in this sentence â€Å"it made her laugh to think of Desiree with a baby† one of the characters, Madame Valmonde's, inner thoughts are shared with us, while Armand bares his soul places like this â€Å"he thought Almighty God had dealt cruelly and unjustly with him; †¦ †. The main character is Desiree. She's â€Å"beautiful and gentle, affectionate and sincere – the idol of Valmonde† and an orphan, found in â€Å"the shadow of the big stone pillar† just outside Valmonde.She's adopted by the religious and kindly madame Valmonde, who believes that â€Å"Desiree had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the fleshà ¢â‚¬ . Desiree's also described very gentle in her actions, e. g. with the slaves and she's madly in love with Armand, which sentences such as â€Å"when he smiled, she asked no greater blessing of God† intensely indicates – and it is, at least in the start, reciprocated. Armand is described as a very â€Å"hard† and strict person, but his love for Desiree makes him soft as butter.Their love is almost described as in a fairytale, as he fell in love with her â€Å"as if struck by a pistol shot†. He's blinded by love and even looks beyond her â€Å"obscure origin†, even though he's warned. Later, he grew even softer, as â€Å"â€Å"marriage, and later the birth of his son had softened Armand Aubigny's imperious and exacting nature greatly† – but all that changed, when it occurred to him that the baby was not white. He's a product of his time and surroundings – a â€Å"typical† south state man, who leads a cotton farm and perceives black people as second-class people. However, Madame Valmonde, is at some points ahead of her time.When Desiree wrote to her that the people were telling her that she was not white, she answered â€Å"My own Desiree: Come home to Valmonde; back to your mother who loves you. Come with your child. â€Å". Even though she gave birth to a â€Å"colored† baby, she still wishes to see and be in touch with Desiree AND the baby. That may be considered normal today, but at that time it was an enormous privilege. The setting of the story is the southern state, Louisiana, on the two plantations Valmonde and L'abri. Valmonde is the name of the family who owns the plantation, while L'abri is the French word for shelter.The reason that many French words and French sounding names appear in this story, is that Louisiana once was a French colony. The story takes place before slavery was abolished, so it's going on around the mid-nineteenth century. The community surrounding the c haracters of the story are very wealthy, as many slaves harvest the cotton at L'abri. Besides that, it is also a sign of status and money that Armand orders a â€Å"corbeille from Paris† to his wedding with Desiree, as the journey from Louisiana to Paris was incredibly long and difficult at that time.The story unfolds in the period July to August, as we hear that three months are going from the day Miss Valmonde visit Desiree to the â€Å"break up† of Desiree and Armand – and Desiree leaves Armand â€Å"an October afternoon†. One of the themes of the story is miscegenation. Kate Chopin wishes to bring the subject to the knowledge of people – to bring the topic to debate. Kate Chopin is famous for using naturalism in her work, which is a literate movement, with realistic writing, who brings social issues to debate.It's used her, as the story narrates about a white girl, giving birth to a colored child, taking the â€Å"easy† way out – disappearing, which is possible the death for her and her child. The hertz against â€Å"mixed†, and of course black, people, were something Kate Chopin wished to change and that's the issue she tried to put focus on with this short story. The story also deals with ethical and morale themes, such as the fact that it's not right to accuse people for something you're not sure about. Armand learns this the hard way, as he receives â€Å"nemesis† for his evil deed, when he discovers that it's him who's carrying the black genes. Desiree’s Baby Desiree's baby Kate Chopin wrote the short story â€Å"Desiree's baby† in 1892, when black people where considered second-class citizens. Even though the slaves were freed in 1865 as a directly consequence of the north states victory at the civil war, racial segregation were at it highest, particular because of the â€Å"Jim Crow† laws. Black people were free – but their opportunities were not good. Even tough many new schools and churches were built for the black people, racism were a big sinner and black people were treated very bad – especially in the south states.Miscegenation was a cursed word, as the communities saw it as a crime and both the family and the baby were suppressed. Desiree felt that on her own body. â€Å"Desiree's baby† contains a lot of typical short story characteristics, e. g. â€Å"in media res† and an ambiguous ending – yet it differs on places, such as the length of the act and the number of characters â€⠀œ but Kate Chopin wrote both short stories and novels, so it's not unthinkable that she mixed the two genres here. The short story is told by an omniscient third-person narrator.It's not a limited narrator, as we hear more than one character's thoughts. E. g. in this sentence â€Å"it made her laugh to think of Desiree with a baby† one of the characters, Madame Valmonde's, inner thoughts are shared with us, while Armand bares his soul places like this â€Å"he thought Almighty God had dealt cruelly and unjustly with him; †¦ †. The main character is Desiree. She's â€Å"beautiful and gentle, affectionate and sincere – the idol of Valmonde† and an orphan, found in â€Å"the shadow of the big stone pillar† just outside Valmonde.She's adopted by the religious and kindly madame Valmonde, who believes that â€Å"Desiree had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the fleshà ¢â‚¬ . Desiree's also described very gentle in her actions, e. g. with the slaves and she's madly in love with Armand, which sentences such as â€Å"when he smiled, she asked no greater blessing of God† intensely indicates – and it is, at least in the start, reciprocated. Armand is described as a very â€Å"hard† and strict person, but his love for Desiree makes him soft as butter.Their love is almost described as in a fairytale, as he fell in love with her â€Å"as if struck by a pistol shot†. He's blinded by love and even looks beyond her â€Å"obscure origin†, even though he's warned. Later, he grew even softer, as â€Å"â€Å"marriage, and later the birth of his son had softened Armand Aubigny's imperious and exacting nature greatly† – but all that changed, when it occurred to him that the baby was not white. He's a product of his time and surroundings – a â€Å"typical† south state man, who leads a cotton farm and perceives black people as second-class people. However, Madame Valmonde, is at some points ahead of her time.When Desiree wrote to her that the people were telling her that she was not white, she answered â€Å"My own Desiree: Come home to Valmonde; back to your mother who loves you. Come with your child. â€Å". Even though she gave birth to a â€Å"colored† baby, she still wishes to see and be in touch with Desiree AND the baby. That may be considered normal today, but at that time it was an enormous privilege. The setting of the story is the southern state, Louisiana, on the two plantations Valmonde and L'abri. Valmonde is the name of the family who owns the plantation, while L'abri is the French word for shelter.The reason that many French words and French sounding names appear in this story, is that Louisiana once was a French colony. The story takes place before slavery was abolished, so it's going on around the mid-nineteenth century. The community surrounding the c haracters of the story are very wealthy, as many slaves harvest the cotton at L'abri. Besides that, it is also a sign of status and money that Armand orders a â€Å"corbeille from Paris† to his wedding with Desiree, as the journey from Louisiana to Paris was incredibly long and difficult at that time.The story unfolds in the period July to August, as we hear that three months are going from the day Miss Valmonde visit Desiree to the â€Å"break up† of Desiree and Armand – and Desiree leaves Armand â€Å"an October afternoon†. One of the themes of the story is miscegenation. Kate Chopin wishes to bring the subject to the knowledge of people – to bring the topic to debate. Kate Chopin is famous for using naturalism in her work, which is a literate movement, with realistic writing, who brings social issues to debate.It's used her, as the story narrates about a white girl, giving birth to a colored child, taking the â€Å"easy† way out – disappearing, which is possible the death for her and her child. The hertz against â€Å"mixed†, and of course black, people, were something Kate Chopin wished to change and that's the issue she tried to put focus on with this short story. The story also deals with ethical and morale themes, such as the fact that it's not right to accuse people for something you're not sure about. Armand learns this the hard way, as he receives â€Å"nemesis† for his evil deed, when he discovers that it's him who's carrying the black genes.

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. Management in Twin Track Economies: Challenges & Solutions, Vols 1-3. K. S. Soliman. Norristown, Int Business Information Management Assoc-Ibima: 1553-1557. Rodgers, T. (2008). Student Engagement in the E-Learning Process and the Impact on Their Grades. International: Journal of Cyber Society and Education. Oye, N. D. (2012). The Impact of E-Learning on StudentsPerformance in Tertiary Institutions. IRACST – International Journal of Computer Networks and Wireless Communications (IJCNWC), ISSN: 2250-3501. Internet www. collegeatlas. org www. academictips. org

The Declaration of Independence In History - Free Essay Example

Sample details Pages: 2 Words: 541 Downloads: 6 Date added: 2019/04/26 Category History Essay Level High school Tags: Declaration of Independence Essay Did you like this example? New England in the 18th century was, even though they didnt know at the beginning, on its way to independence. Wars at home and taxation from the mother country were undoubtedly exhausting. Breakout of Revolutionary War was an act of response to Great Britain for their oppression on the colonizers. A year later, 442 days to be exact, colonies declared independence and became the United States of America on July 4, 1776. Few of the reasons leading to this occasion were Proclamation Law, Tea Act and Thomas Paines Common Sense. In October, 1763, the proclamation law was issued by King George the third to prevent New England colonists from moving pass the Appalachian Mountains to keep control of the border so the British Army wouldnt have to come in and protect them from Native Americans while theyre still in debt and trying to recover after the Seven Years War. It was quite an understandable move which the British authorities took as a result from their economic situation but it frustrated colonists. Such powerful men who later signed what is now known as the declaration of independence like George Washington, Thomas Jefferson, Patrick Henry and Benjamin Franklin were angered that they could not claim the land they seized during the Seven Years War so they brought this topic on a treaty conference at Fort Stanwix, New York, in 1768 to push the boundary line farther west and south but couldnt achieve what they wanted. In May, 1773, British authorities passed the Tea Act to save East India Company from going bankrupt. The East India Company was important to the British economy so they made people living in New England trade only from this company. That enabled them to avoid intermediaries and to price its tea competitively with that of smugglers. After the first of three ships, the Dartmouth, one day before the cargo would have been confiscated, about 60 men disguised as Native Americans dumped the tea into the docks. This event became the last straw that happened to colonies, leading them to their independence. Even though the last straw was the Tea Act, they still needed encouragement to bring this idea to reality. Thats when Thomas Paines Common Sense, written in January,1776, came to life right before the declaration of independence. Only 7 months before the biggest event of the US History, this pamphlet advocated the independence from Great Britain and aimed to make colonists think about what they could have without Britishs oppression. ?Why is it that we hesitate? From Britain we can expect nothing but ruin. If she is admitted to the government of America again, this continent will not be worth living in. says Thomas Paine, trying to indicate how Britain is their worst enemy who brings war to their home. After everything they had been through, still many more difficulties waiting for them, 12 colonies formally adopted the independence on July 4,1776 and also dropped their English citizenship. Before this event, in 1775, Revolutionary War started because of the same reasons -such as Proclamation Law, Tea Act and Thomas Paines Common Sense- why Americans wanted to free themselves from the British crown. In 1783, American and English negotiators finally signed peace terms in Paris, and, thus, English had to recognize the independence of the United States of America. Don’t waste time! Our writers will create an original "The Declaration of Independence In History" essay for you Create order