Category: College Experience

The first day of college my freshman year caught me completely off guard. Growing up, like most people my age, I was taken care of by my parents. Once I got on my own, I relied on my roommate, Cait. Cait has been my best friend for as long as I can remember. However, things don’t always work out. Cait dropped out and again I was left to fend for myself. I slowly stopped going to class, doing my homework, and leaving my room. This slippery slope led me to consider dropping out. However, this semester I have set out to prove others and myself wrong.

This semester I will not only pass but go on to complete my college career and earn my degree. As a college student, one needs to be able to admit failure and practice resilience in order to achieve academic success. At this moment the reader is probably asking themselves: “Why is this girl who considered dropping out last year writing about academic success?” The answer is simple, I have made my mistakes and learned from them.

Hopefully, college students will learn what not to do from a border-line college dropout. As a college student one is required to go to class, complete all assignments, and follow all rules. Once the student has successfully completed these tasks, they will be rewarded with a degree in their chosen field. This degree is an important tool in helping one start their professional career. In order to be a college student, one must first have a high school degree, be able to admit they have failed, and be resilient. In a personal interview, Holly Sample, a former college student who graduated with a 3.5 GPA states, “[college students] are expected to go above and beyond” Sample goes on to explain, “Students must also be confident and ambitious” (2). Both of these quotes show that being a college student is not easy.

College is a full-time job, and those willing to pursue must be strong-willed and fully committed. In a speech given on Monday 11th, 2019 by Martha Saucedo titled “Just Another Teacher Story”, Saucedo told the gripping story of her past. Throughout her life, Saucedo, was always told what to do by her former teachers. However, as a stubborn adolescent she didn’t always listen. After multiple failed careers, Saucedo found herself in a position where she was unable to provide for herself or her child. It took a near-death experience for her to realize she needed to do better. In her speech, Saucedo states “Failure doesn’t mean done! It means do over!” (Saucedo, 2019)

College student are thrown into the “Adult-World”, unfortunately this world is not very forgiving. It is easy to lose oneself in the new unforgiving environment of college. Jobs, school work, and even making doctor appointments are all things many college students never really think about. These new responsibilities can be a lot for some, and many will fail in the beginning. However, it is important to understand that sometimes failure is necessary. In a 2017 TED Talk given by Cristel Carrisi, who is a self-made millionaire, Carrisi said “I shouldn’t then let the shame of failure eventually get in the way of learning a valuable lesson.” (Carrisi, 2017) College is a place of learning, which can be easy to forget. In order to learn from failures, one must first learn to admit when they don’t understand.

A 2018 study “The Benefits of Admitting When you Don’t Know” conducted by postdoctoral researcher Tenelle Porter used two different groups of college students to test whether or not intellectual humility is explicitly connected to learning out comes. After vigorous testing the study concluded that having intellectual humility is beneficial to not only one’s education, but their stance on issues as well (4). While scientific research backs up the idea of intellectual humility, society is less welcoming. Carrisi begins her speech saying, “No one likes to admit them [failures]” (2017). As humans we hate accepting the fact that failure is unavoidable, but why? College students need to break through this stigma in order to create a more accepting and productive learning environment. Saucedo decided to learn from her failures and went back to college to get her teachers certification. A decade later, her hard work finally paid off, Saucedo won the 2016 Texas Teacher of the year award. Saucedo lives by the motto “Rock bottom is a great place to start a foundation” (2019). It took a great failure to put Saucedo on the right path. Saucedo’s story can teach college students a valuable lesson: everyone fails, but it is what one does with that failure that matters. Fail, be accountable for said failure, and take advantage of the situation in order to learn from the mistake. However, be weary of self-deprecation. Remember, without failure there is no progress.

A book titled “The Ultimate College Survival Guide” by Janet Farrar Worthington and Ronald Farrar states “There’s no shame in having this problem, only in doing nothing to fix it” (128). Failure is an option as long as college students practice resilience, which leads me to my next point. So far in this essay I have talked a lot about failure and mistakes, so how one may ask do I overcome these? The answer is resilience. An online website titled Resilience 101 by Score for College describe what resilience is and how to become well versed in the subject. The article defines resilience as “the ability to bounce back and overcome adversity” (1). Once one has failed, automatically giving up is not an option. Students must be resilient in order to grow from their mistakes and move on, but how does one become resilient? Unfortunately, resilience is not a skill everyone is born with, and it is not going to come overnight.

Students must practice and learn to understand that they have a say in how their future turns out. To see this, we can look at a 2013 study titled “Development of the Inventory of College Students’ Resilience: and evaluating the measure invariance” by Yun-Chen Huang and Shu-Hui Lin. The study defines resilience as “…the positive capacity of people to cope with stress and adversity.” (Huang & Lin 471) This study decided to focus on resilience in college students instead of professional resilience. In order to test this, a group of twenty people came together to create the ICSR (Empathy and Interpersonal Interaction, Cognitive Maturity, Problem-Solving, and Hope and Optimism) scale (Huang & Lin 482). They then used this scale to test over two thousand people. After rigorous testing they concluded “… persons scoring higher on the resilience scale are likely to demonstrate better academic skills,” (Huang & Lin 483) This scientific study proves that in order to be successful in college one must be resilient. However, like I mentioned before becoming resilient is not easy. Many times, in a students’ college career they will feel bogged down with work and may begin to focus more on homework than themselves.

Many students believe extra study time is the best way to increase their grades however, this can be extremely dangerous. If a student stops taking care of themselves, they will not be able to get work done. This bad habit is something I struggled with last year and continue to struggle with every day. Like resilience, this habit will take some time to break. These changes are not going to be fixed in a blink of an eye, they take hard work and patience. To avoid this mistake, one needs to practice “self-care” or making time for oneself in order to avoid becoming depressed or turning to risky behaviors. Resilience 101 asserts, “Strive for balance.” (2) By doing this, students can overcome stress and anxiety and thus become resilient. Education is learned through trial and error. First, students must be vulnerable and put themselves out there no matter the outcome. Next, they must accept the outcome and learn from any failures or mistakes. Finally, students must bounce back from these lessons and use their new-found knowledge in order to better themselves. These skills are essential for becoming academically successful. College is a place for learning, so why not take advantage of it? By following these simple steps students can avoid becoming, like I was, a borderline college dropout.

I had an educational tour of Cebu and Bohol which are 2 of the biggest tourist areas in the Philippines. My college SLU organized our trip with the goal of sharing us to visit and gather knowledge of what it is like to experience ourselves about tourism, and to observe the common traits related to HRM which consists of work that involves lodging and food service that is most important in the hospitality industry. The outing is regarded to be a learning process to help on our training to be future HRM staff or management. My college believes that the best way to gain knowledge and a good contributor of the hotel industry is to be involved in excursions that allow you to envision what career you are taking, and get a clear view on what to study and skills to improve on to be a better employee after graduation.

Since Bohol and Cebu are top traveler destinations you can tell that the islands are in very high demand. My college made a superb choice of selecting the two islands as it was a great place to gain exposure for time since I am new to the HRM industry.

When I arrived in Bohol, I really enjoyed the island and the beautiful ambiance of the place. We were able to visit the Loboc River, where we were able to enjoy a buffet of a lot of food on the water. It was a great experience and I really ate a lot. While on the boat I got to encounter a tarsier while floating on the river. They are cute little animals and was my first time seeing one. After leaving our group was able to check some older churches and experience the history in Bohol while taking many pictures. Afterwards our group was able to see the famous Chocolate Hills. It was beautiful just as people told me, and definitely a great experience. We stayed in a beautiful resort that was very accommodating to all of us and made us feel like a tourist so we can know the feeling of what our future customers might feel when they come to visit the Philippines.

After a day or two in Bohol we took another plane to Cebu to tour there as part of our educational trip. Bohol was lovely but now I am excited to see what Cebu has to offer. Our group heads to the airport for our flight to Cebu. We wait and then board our plane. One hour later we arrive in Cebu where I instantly loved the place. Many items were budget friendly, and I was able to bring stuff home as a gift. Our group checked in at our hotel and then we began to tour the city. I got to see the different churches and my favorite one was the Simala Church. It was a very big castle like church very beautiful and has a lot of history. I also enjoyed visiting the Santo Nino Church, which was built during the Spanish colonial times. It was a good experience getting to see the history of my country and a church that was built back during the Spanish era. I was told it was the oldest church in the Philippines that is still open until now I found that very fascinating. After leaving Santo Nino Church I got to see the Taboan Dried Fish Market, which had a lot of fresh dried fish that is my favorite. After we walked around the wet market we went back to our hotel and ate dinner and talked about the many sights and lessons we learned on our first day in Cebu. I took hundreds of photos with my friends to cherish the experience and to brainstorm the many things I can learn from this educational tour. On day two our group looked at some other tourist areas in Cebu.

The biggest part I remember is the shrines that were very huge and the fact that I could buy things very cheap. In Bohol I gained a lot of analysis of life there and the best it has to offer compared to Cebu. The Chocolate Hills was something I will never forget. I am very thankful for this trip because of the experience and the sights I got to see and the memories I got to share related to my HRM course.

“This is just a journey, drop your worries, you are gonna turn out fine” – Andy Grammar. I truly feel like college is full of fun and great opportunities, but that doesn’t mean there aren’t physical and mental hurdles that obstruct the path to your future. To me, the most notable responsibility of being a college student is being able to balance hardships and leisure time.

One major personal struggle that I have experienced, as well as witnessed around campus was relationship breakups. A lot of couples coming into their freshman year were attempting to partake in a long-distance relationship, hoping that it would last throughout their time in college, but most of these relationships only lasted about a month. I on the other hand ended things with a girl that I had a relationship with because she didn’t want to date in college. The worst part about us ending things was that we never dated with an official title, due to this reason, a rather apparent question continuously repeats in my head; “What if it worked out”? I personally would’ve rather ended ties with someone knowing we weren’t meant for each other, rather than end the relationship for no reason. Everyone experiences a break up from time to time, but this one hit me really harder than I expected, due to the fact that it was my first relationship. Based on that factor, for the longest time in a while, I felt ridden with an unshakable sense of sadness weighing down my heart. For the longest time, I thought to myself every single day, hoping that she would text me that we had made a mistake. In the end, I learned that if you truly love someone, you have to learn to let them go, and if they love you back they will come back to you.

In addition to struggling with relationships, I remember having a mental breakdown because I wasn’t happy with not being able to accommodate myself to college life just yet. For instance, I would wake up with the sole goal of going to class and going home to do my homework. During that time, I called my mom for the first time and she caught on that something was wrong. When I first called her, I told her that adapting to this new school was hard, making friends were hard, and overall I just didn’t feel happy. Surprisingly enough, my mom was actually glad that I had told her because that was the first time I’d actually opened up to her. Talking about personal struggles wasn’t necessarily an easy nor a common thing to talk about with my parents one on one, but at that moment, it was an exception. I knew that I wasn’t afraid to ask for help, so I told her everything, and my mom actually gave me great advice.

The first step that I took to lessen my sense of isolation in college was meeting fellow hallmates to make some friends, but most people don’t normally want to just stop there, they try to make more friends from other social outings, whether that is joining a fraternity/sorority or student organizations that heavily involve socializing amongst members. My first two weeks at James Madison University were notably difficult since I didn’t really feel like I was making actual permanent friends, but more like acquaintances; people that I knew around school but not people I would actually talk to. The reason for this was based on time itself. While trying to focus more on my academics, I didn’t really put in any time for socializing.

With that reason in mind, I felt that I wasn’t managing my time efficiently, so I decided to join a fraternity. Joining a Fraternity was probably one of the best choices that I had made because it gave me the chance to make a lot of new friends that I wasn’t able to meet around campus. What I mean is that meeting people around campus did get me to meet new people, but not people that had the same mentality as I did prior to joining the fraternity. Therefore, the fraternity presented a more definite variety of people to get to know, some of that I can soon call my close brothers. Brothers that I know will stand by me with any aid to my problems throughout my time in college.

The Fraternity that I am pledging to has mandatory study sessions, and mandatory workout sessions. Their thoroughly processed times really helped me with being able to plan and efficiently organize my time with academics and my social life. In addition to that, it really helped me not stay locked up in my room all day after finishing my classes.

As time passed I felt a lot happier, but I did start to get a lot of homework. Homework in college hasn’t been challenging as I thought it was going to be, but it is how you prepare yourself for class. I started to read a week before my classes because I was taught that it helps me pay attention in class as well as better retention. Reading before my class helped me to better comprehend what my teacher was saying during lectures. I remember teaching myself calculus, and when I went to class it helped a lot with my exams. Overall, tending to myself mentally really made me more comfortable with college life.

College is a great experience with many ups and downs, but from my experience how to pass through the downs is by learning from your mistakes. When you are struggling you feel as if you are going in circles, but you have to conquer your mind. You can let your emotions overwhelm you, or you can create positive emotions that lead to positive actions. This is the story of how I overcame my physical and mental hurdles so far in my college life. As Lauv says in one of his songs, “Sad Forever”, “I’m callin’ through to the other side ~ I’ll make it through tomorrow”.

For as long as I can remember, one of my biggest dreams was to attend a top school, and I sacrificed thousands of hours of sleep and fun to make it a reality. But when I stepped into class on my first day as an Ivy League student, I felt no excitement, just dread. I had barely made it through high school with my sanity intact, and now I had to do it all over again on what seemed like an astronomically higher level. This stress and burnout is one of many reasons why Penn should join MIT, Cal Tech, Wellesley, and our neighbor Swarthmore in adopting a ‘shadow grading’ policy for first-semester Freshman. Such a policy would tell students their letter grades but report them as pass/fail on transcripts.

Anyone attending Penn clearly excelled in high school, though it likely also left them with chronic stress. Teens in an American Psychological Association survey report higher stress levels than adults, and students attending so-called ‘high-achieving schools’ are now classified as ‘at-risk’ by the National Academies of Sciences, Engineering and Medicine. My high school experience definitely exemplifies this. Weighed down by a minimum of about three hours of homework a night, I was constantly sleep-deprived and incredibly stressed. Every Quaker spent four years knowing their futures depended on exceptional grades. Starting at an Ivy League university, where grades arguably matter even more, after spending four years in such a state, is practically asking for trouble and undoubtedly contributing to the burnout highlighted in the DP’s ‘The brutal phenomenon of burnout at Penn’.

With shadow grading, students get break from this intense pressure and a chance to regroup. Entering college is a huge transition. Students are figuring out how to live away from home and with roommates, as well as grappling with the increased course workload. The Wellesley News agrees, writing, “Students face a variety of stressors in coming to Wellesley, relocating from home, adjusting to higher education as well as specifically adjusting to the Wellesley community. While students are adjusting to Wellesley, they should not have to worry about their transcript grades, which can add to anxiety”. Allowing students a moment to breath and room to discover how best to cope on campus could increase long-term wellness and maybe change Penn’s ranking as the 10th most stressful college in America.

Shadow grading could also let us to rediscover our love of learning, something that was at least partially stripped away due to the emphasis on grades and standardized testing. Most of my classes were AP or IB, which meant that the entire course was centered around a national exam in May. I spent more time in AP World History memorizing the essay scoring rubrics and the different types of potential multiple-choice questions than I did learning and analyzing history. With all of our teachers focusing only on our eventual scores, that became our priority as well. To be completely honest, I think we lost track of the purpose of education and fell victim to the overjustification effect, in which external incentives (getting good scores and getting into good schools) lower intrinsic motivation (learning because you love it).

This is a dangerous phenomenon. Penn seeks to educate future leaders and innovators, and if their students are not truly learning, but rather memorizing information for the sake of a test grade and forgetting it afterwards, they will not succeed. A four-year longitudinal study of seven schools (including Wellesley) indicates that shadow grading could potentially reverse this, making an even stronger case for the policy.

Mandatory shadow grading would also give Quakers a better chance to explore unfamiliar topics of interest. We’re encouraged to do this by pre-major advisors, but the possibility of earning a bad grade or being judged by making the choice to take it pass/fail are deterrents. MIT student Allan Sadun used the low risk provided by shadow grading to take a course in electrical engineering and gained a new job prospect in the process. We are told to explore, so why doesn’t Penn let us do so without drawbacks?

All of shadow grading’s benefits fall under the umbrella of responding to problems caused by high school. The American education system has not let us sufficiently relax, explore, or even learn. We are not arriving on campus prepared to reach our full potential. Since the 9th grade, we have all been on the fast-track to big career dreams, something only compounded by Penn’s intense pre-professional atmosphere. No one wants to slow down lest the person next to them speeds ahead. As a result, many of us are stressed and overworked and may not be making the most of our college experience. Shadow grading would allow everyone to pause, and at a crucial time in our lives, recharge, rediscover, readjust, and reevaluate.

I never imagined that by the development of technology virtual meeting, conferences and online classes is one of the way to connect people from different countries. Teacher and students from different countries enrolled in same college share their knowledge and experience by virtual online classes by the help of Internet and media.

In today’s society online courses are widely used in colleges providing easy access to course materials, classroom discussions and feedback to instructors. The course materials and activities may be accessed from any computers whether it is from the university or from the comfort of our own computer at home or even any comfortable places. I have taken first time of my life a online courses since I have been in college and this is not intensionally, but due to emergency condition of global pandemic COVD-19 and lockdown policy issued by Government to control the spread of coronavirus disease and benifited from those classes.

Since I am a international student here in Australia I have to manage time for job as well as college courses. During traditional style classes it was very hard to manage time for work and classes this online virtual online learning classes allow me to work on my own and move at my own pace. The hours I have given at my job same as the time that most classes are offered. The use of online course has made my life easier to manage time at work,since I don’t have to go college on a regularly basis. I don’t have to leave my job to meet on college.It is very convinient for me not having to go college. During my regular college style it was very hard to manage time for college, work and study. The online courses allows me to cover the material needed in college with maintaining my workload.

I have learnt that to be successful distance learner, I have to be selfdisciplined and able to work freely. Since I won’t be physically going to class each week, I can take part in class room from the comfort of my own home.In this course I must be selfdisciplined because the lecturer won’t constantly be there to remind my assignment deadlines. This is my first online course experience, in my opinion it saves time, saves money, can attend class from any comfort zone.

Although there are some difficulties for example disturbance due to problem in networks, difficult to get advice and feedback from instructer immidiately. Furthermore, I have learned just as much as online as I would have in traditional class. I don’t have the interactions with the instructer or classmates at anytime. Internet classes have the discussion meeting group where group members can exchange comments and ideas about our problems, issues and topics.

When I was in freshman year at college, I always thought that I had to be perfect, or people would think that I’m not smart. It wasn’t until after this experience in my sophomore year that I realized that it’s not possible to be perfect. I also learned that what people hated the most was not nearly as bad as everyone had thought. My experience with failure is probably the best that I have ever had in college.

Failure allows us to assess our strengths and weaknesses, and build upon them. I say this because I did not succeed, and it turned me around in a way that could not have been achieved through only success. It started with me getting a D on my history test. Getting a D isn’t the worst thing in the world, but it was a disaster for me at the time. I thought about how I could get a D on a history test and I couldn’t find the answer. I’m not a student who puts out work that is equivalent to a D. I usually get B’s and the occasional A’s, but not D’s. I went into a test without the knowledge that was required to pass and I was beaten up. I could accept that given what I felt I was really a D student, or I could study hard for the next exam and try to raise my grade to where it needed to be. It was then I realized something very important; I had forgotten why I didn’t study, but I never forgot the score. The product itself was therefore far more important than the process to me. Imagine if I got a C or even a B instead. It would have taken pure luck, but there was the possibility that it could happen. If that had happened, I would have learned nothing. Or at least I would learn that I did not have to study, which is the opposite of what any student would need to learn. I discovered the consequences of not studying through my failure. I knew the problem as well as the solution, but at the time it was not that simple. I had to study for countless hours and practice so that the next time I had a test there was no way I could fail. By getting better grades on tests and papers, I slowly raised my grade. At the end of the year, my grade was back up to where it should have been.

I learned that those who don’t learn from their failures will never truly succeed. These experiences have granted me greater insight into the world that we live in and how to succeed in it. Due to this experience, I now know how to use failure to my advantage.

While attending Southwest Tennessee Community College, I have learned things this semester that will contribute to my success as a college student. As a college student, I have learned college will place you in situations where the answers will not come easily. One of the valuable lessons I learned while in college is discipline, and without discipline going through college successfully will become a struggle. In college, you will have plenty of opportunities to take your learning into your own hands, but when an individual has discipline, the decisions he/she makes can cause a good outcome. Having discipline in college taught me I am fully responsible for everything that happens to me, and my success in college is almost entirely dependent on myself.

No one in college will force you to attend class, or no one will make sure you turn in your assignments. Time management has a huge impact on students in college because without time management an individual can quickly fail in college. I have learned every skill taught will fall in order; in fact, without discipline, there is no understanding of time management. Sometimes learning the hard way can better teach an individual and can help them see discipline and time management will become an individuals’ best friend in college. Containing both skills as a college student helped me see college is my main priority.

Another valuable lesson taught to me was that I am responsible for all information kept. This semester taught me college is about all the information an individual can retain and spit back out. I learned to distance myself from students so all the information told in class could be retained. Every class I had this semester sitting in the front row became important to me. Students will also learn the importance of a teacher seeing you in front of the class.

Everything valuable taught to me will further help me succeed in college. Professors will teach students skills that can help them be successful throughout college. Learning discipline, time management and retaining information has helped me go a very long way. Those three things can be a learning tool for not only college but life. The purpose of the student’s instructor is to be their guide throughout their journey in college.

Making the most out of college is very important because an individual should always make the most out of the time they have. With the rising cost of education, a person needs to have the discipline to make the most out of it. The cost of education will continue to rise, and it is best we take advantage of what we have now. I am just now starting to get into college life and I think being a college student has helped me mature as an adult. I will always remember everything I have learned plays a key role in a part of my life.

As a senior looking back upon my four years apart of Marcus High School Cheerleading, I have grown immensely as a person. I have learned many qualities about myself, both positive and negative. This program has carved me into the person I am today and helped me to realize the person I ultimately strive to become. Throughout the years I have gained the insight of coping with stressful situations, managing my time wisely, faking it until you make it, and becoming a leader that all can depend on.

It is hard to believe I am approaching the end of my senior year in high school. Just yesterday I stumbled through the doors of the tryout room with fear instilled on my face not knowing what challenges I would endure. Both excitement and stress rushing through my veins, I turned the long silver handle, that was cold with touch. While opening the door, I stepped foot into a room buzzing with silence— the creaking of the old worn-down court echoing throughout the gym. Before I could blink, tryouts were over and I was in fourth period where I would soon realize, I found my home. This was my first encounter of encompassing the saying “fake it until you make it” and keeping my calm in stressful situations. No experience is quite like tryouts— self-consciously going into a room where three sets of eyes follow every move, motion, and sound you make. My arms trembling, my voice shaky, and pure adrenaline pumping from head to toe, I completed my first tryouts as if it were something I do every day. This has shaped my timid, soft-spoken, nervous freshman self into a more confident, optimistic, and outgoing woman.

Coming into the program my freshman year I was unsure of exactly what was expected of me and how cheerleading could shape me into the person I would become. Going from having hours of free time and no extracurricular commitments to transitioning into devoting my time to attend any events I could to show support to any organization apart of Marcus High School. Time management was a key factor in being successful. Learning to arrive early to every event and balance my social life is not an easy task. After four years of being in the program managing my time wisely has made me a punctual and responsible person that will continue to help me throughout life. I know when it is appropriate to spend time with friends and loved ones, and when I need to be serious and complete the tasks I have at hand.

Last, leadership has become a valuable personal trait I have acquired throughout my years of being a Marcus cheerleader. Filling the role has a captain has made the greatest impact of who I am today. Throughout the season, I face difficult situations where I have to evaluate and decided with my other captain, what is the best option that will benefit our team. Being a captain I have not only improved in becoming an admirable leader, but, I have also excelled in communication skills, responsibility, and portraying an image for those younger to look up to.

I would not be the person I am today without this program. Every year I grow more and more into the person I strive to be with the help of Marcus Cheer and all involved in it. Each lesson and attribute I have obtained through cheerleading reflects me as a person and I will always cherish the experiences I have taken from the program.

Growing up it is often emphasized that ‘Time is gold’. It is a common ‘favorite motto’ that is usually written in every grade school’s journal or diary. Though at the young age I haven’t got a clue of what that means until I get to the point that also in high school, I get to comply to lecture requirements. Teacher got stricter with deadlines and failure to comply to sure requirements would result to a consequence or even a failing grade. The older I get the heavier the responsibilities or the task that is asked to myself whether it is on school, applying for legal documents to many more.

I remember how it became more serious when I entered college. Though I already had a mindset that things would change for a big time in college I could honestly say that I wasn’t really prepared for it. There comes submission of assignments, seatwork’s, group works, group presentation and a lot more. There were a few changes to how to submit it such as online submissions, handwritten assignments and most of the time it is a printed copy. During my freshman year, I remember rushing to a peso net computer shop editing the papers and spending a lot of cash printing a colored one and sometimes going back again to make a few more adjustments because of the professor’s revision. I’ll never forget that I had to submit a ‘book like’ requirement to one of my English classes, where in I must make a reflection of a few book readings that we had in that term. I am remembering having a series of endless nights making a lot of edits that on the day of the submission I finished it. I remember printing it 2 hours ahead of time coming to the class and submitting the paper. I wasn’t late or anything, but my professor called me in front to ask a few things about my paper. I was a bit confident about it until my professor told me that I forgot to add a page number to every page of the paper! Imagine the hassle of editing it all over again on a laptop and costing double on it. I’ll always remember that I needed to present a ‘book like’ prerequisite to one of my English classes wherein I should make an impression of a couple of book readings that we had in that term. I am recollecting having a progression of unlimited evenings making a great deal of alters that upon the arrival of the accommodation I completed it. I printed it 2 hours early going to the class and presenting the paper. I wasn’t late or anything, yet my educator called me in front to get some information about my paper. I was somewhat sure about it until my teacher disclosed to me that I neglected to add a page number to each page of the paper! Envision the issue of altering it once more on a workstation and costing twofold on it. It was a lot of hassle but then my professor told me that I could pass my paper until the afternoon. He adjusted it for me because he saw that I complied to the requirement early after all.

The day ended with myself being grateful and thankful because of that favor of the extension of the submission from my professor. Upon that incident I remember trying my best to comply to every requirement no matter how hard it is as early as I can so whenever there would be revisions, I could make an early adjustment for it. The advantages of finishing early are good especially if you are bombarded with a lot of requirements for the day. The idea of finishing a requirement would mean I get to finish a lot more in the other subjects. If that is a story of a good testimony of finishing early, I also have a story that didn’t finished well.

It was during my thesis 1 term that the pressure of making a paper is so high. Reading a lot of articles, old thesis papers and research of many libraries and online resources is very draining. Our group was composed of 5 people back then, but I felt like only the two of us were really making and contributing into it. After a month of finishing the first draft and having our defense thankfully we got to have a revision of the paper and a redefended of the paper. After that day, the revisions were a lot that it took us longer time to accomplish it more than the first term that we have it. Our instructor got stricter with cutoff times and inability to go along to sure necessities would result to an outcome or even a bombing grade. The more seasoned I get the heavier the obligations or the assignment that is asked to myself whether it is on school, applying for authoritative archives to some more. Some of my thesis mates and even me were having a few heated discussions and heated arguments because of it. I remember consulting also our panel about the few comments that they have in our paper and really burdened whenever we get to go back to them a lot of times because sometimes, we don’t understand it well. And most importantly, we are running for a deadly deadline to pass the hard copy of the paper. During the last day of finishing off the paper we still have two of our panel who will we be approaching for the finished paper. Our group had to get their signatures on the paper and having it soft bind before passing it to our head adviser’s office. Our cutoff time was 9pm that night and we should make a trip to another college because our head board was having his talk there and it resembles, we’re having a strategic scene. 9pm came we’re still at the PC shop having our theory printed. Truly, we are debilitated yet at the same time cheerful that they will acknowledge our paper since we completed it. One more day stopped by and displayed the paper to our head counsel and clarified our circumstances. He said that he will even now consider it then at long last inside a couple of hours he acknowledged our paper. We were so upbeat about it! I was happy to such an extent that our teacher favored us to go along to it regardless of whether it went past our cutoff time. Our deadline was 9pm that night and we must travel to another university because our head panel was having his lecture there and it’s like we’re having a mission impossible scene. 9pm came and we’re still at the computer shop having our thesis printed. Honestly, we are discouraged but still hopeful that they will accept our paper because we finished it. Another day came by and presented the paper to our head adviser and explained our situations. He said that he will still think about it then finally within a few hours he accepted our paper. We were so happy about it! I was so glad that our professor favored us to comply to it even if it went beyond our deadline.

The benefits of completing early are great particularly if you are besieged with a ton of necessities for the afternoon. Finishing a prerequisite would mean I get the chance to complete much more in different subjects. If that is an account of a decent declaration of completing early, I additionally have a story that didn’t completed well.

What I am trying to convey in this essay paper is that time is equivalent to gold in terms of its value and importance. I really don’t know how many more teachers who will be gracious to me whenever I would submit a wrong paper, or a paper that has a lot of revisions but all I understand now is that I must really work hard to submit whatever that is to pass it on time. There may be changes in the people that I will be submitting to, but one thing is for sure is that I must value their time in making effort to check not only my paper but all the people that were submitting their paper with me. Time is golden when it is your time that is being wasted by other people. I also observed that those who value your time also value you as a person. And it comes in vice-versa as well because I know that most people do it also to other people. That attitude reflects the way you communicate value to other people too.

Hazing is a problem affecting adolescents and young adults on many college campuses (Allan & Madden, 2008). Between 1838 and 1969, 35 deaths transpired on university campuses as a result of college hazing or alcohol abuse. Within 30 years, that number increased to over 210 deaths (Nuwer, 1999) and has continued to rise. High profile hazing deaths have caused criminal conviction of college students, the indictment of college administrators, and millions of dollars in compensatory damages awarded to the families of hazing victims (Rutledge, 1998). While hazing exists in various college organizations, it is most commonly connected with Greek Life. Universities and fraternal organizations allocate large amounts of resources in terms of both time and money to combat college hazing, yet it perseveres. According to Campuspeak – a company that provides speakers and training programs to various educational institutions and organizations – college campuses and national Greek Life organizations spend nearly $700,000 with their company for hazing prevention programs. The problem is so prevalent that some colleges have gone so far as to ban fraternities and sororities from their campuses because of liability concerns related to alcohol and hazing. While there are numerous studies that have analyzed the perceived negative effects of hazing, there is no high-quality research showing the long-term negative impacts of hazing victimization. Much of what we know regarding the effects of hazing comes from anecdotal evidence. In the short term, hazing victims have reported experiencing physical trauma, depression and anxiety, feelings of guilt, lowered self-esteem and problems developing relationships.

Nonetheless, hazing is not only a public health concern. Various studies have indicated that Greek Life membership, and probably the hazing inherent in that membership, has a negative impact on a number of cognitive and academic outcomes for first-year college students, including lower levels of critical thinking, reading apprehension and mathematical skill. Not only that, but many first-year students also experience higher levels of academic dishonesty, and lower levels of moral judgment and moral action.

Various researches have suggested that numerous environmental factors can affect the correlation between moral judgment and moral action (Bandura, 1991). These environmental factors are the core of the moral disengagement theory created by Albert Bandura. Bandura’s theory suggests that moral standards are created over time through socialization and exposure to various ideas regarding right and wrong. These standards do not, however, function as fixed internal controls. Rather, Bandura suggests, the power of taking moral action requires what he refers to as “self-censure,” a means by which individuals examine the consequences of their actions based on their “internalized” moral standards. In polarizing moral disengagement from moral judgment, Bandura suggests that traditional measures of moral judgment forget to take into consideration the process by which individuals apply moral standards to their day-to-day lives, and propose that moral reasoning is rendered into action through self-regulatory procedures (Bandura et al., 1996). Bandura has recognized 8 procedures by which people will disengage from these moral self-sanctions and engage in behaviors that would otherwise violate their moral standards. The environment and social atmosphere surrounding an individual can trigger one, or all, of these procedures in a way that allows people to disengage from their morality and more easily commit an action that goes against their ethics (Bandura, 2002). As stated by Bandura (2002), “it requires conducive social conditions rather than monstrous people to produce atrocious deeds. Given appropriate social conditions, decent, ordinary people can do extraordinarily cruel things.” A study done with college students engaging in hazing activities found that these individuals perceive a number of positive outcomes associated with college hazing but only minimal negative ramifications. Students often list a number of positive outcomes of college hazing and try to justify the behavior. This includes but is not limited to the building of group unity, and creating a sense of accomplishment. In addition, these students often use rationalization as a way of avoiding to report hazing activities to authorities. Such responses as “it made me a better man,” and “the sense of accomplishment afterwards outweighed the pain or stress felt during the activities” were repeatedly used as rationalizations for not reporting college hazing activities.

When individuals participate in these demoralizing activities, they may avoid facing the results of their actions by limiting the amount of harm that they cause (Bandura, 2002). As long as the harmful consequences of their conduct are ignored, then selfcensure can be easily deactivated. This procedure is best explained by the experiments conducted by Stanley Milgram. In his study, he measured the willingness of his participants to obey an authority figure who instructed them to perform acts that conflicted with their own conscience. The participants believed that they were helping with an unrelated experiment, in which they had to regulate electric shocks to a ‘learner.’ These fake electric shocks continuously increased to levels that would have been deathly if they had been real.

What Miligram found was that when pain was done to the victims, most of the participants inflicted the maximum amount of voltage. This decreased when participants were able to hear the learner, and decreased again when they could both see and hear the learner, and finally decreased down to less than 30% when the participants were in immediate physical proximity to the learner. It became more challenging for Miligram’s participants when the results of their actions became more and more obvious (Milgram, 1974). In regards to fraternity hazing, this procedure is confirmed by these results of Miligram’s experiment. Minimization was found to be one of the main reasons that students did not report college hazing activities to authorities. Nonetheless, a number of students reported that hazing was “no big deal” or that hazing was justified because “no one was harmed” in the process.

Most researchers that study and analyze college hazing agree that hazing is more accepted in fraternities than in any other social organizations. These findings are homogeneous with the overwhelmingly large amount of new reports evolving around hazing-related deaths with fraternity members. Although it is generally accepted that hazing-related deaths are pretty underreported, 23 students have died from hazing incidents in 2000, 24 in 2001, and 42 in 2002. Nuwer (2011) reported that 27 hazing deaths have occurred between 2002 and 2010.

Discernment of hazing on college campuses are a huge motivational factor behind hazing-related activities. Most college students who are involved in fraternities think that hazing is worse in other clubs and organizations on their campus than in their own (Owen et al., 2008). This finding submits that hazing is shaped by “campus mythology” and that unreliable information can result in twisted perceptions of the true reality of college hazing on university campuses. When used in combination with another study which found that believing your friends approve of college hazing increases the your own chances of participating (Campo et al., 2005), you can start to sew together how college students allow their perceptions, or misperceptions, about hazing to impact their overall attitude and disposition to participate, either as a victim or a culprit. Hazing also perpetuates a “cycle of violence” in which students that deal and have dealt with hazing as a victim are more likely to support hazing and participate in hazing-related activities in the future (Owen et al., 2008). Much like perceptions of hazing, the experience that college students have with hazing is often representative an environmental factor that allows students to rationalize with their participation in these types of hazing activities.

In summary, hazing is a major issue in university campuses, particularly within fraternity and sorority groups. Hazing has lead to numerous deaths and serious psychological and physical injuries and problems. A number of college students that belong to these types of organizations participate in college hazing, even though an large majority do not consider themselves to have been hazed. Misperception, experience and other non-cognitive factors play a role in allowing students to justify hazing behavior on college campuses.