Grand Inquisitor and Jesus Essay Example | Topics and Well Written Essays - 250 words

Grand Inquisitor and Jesus - Essay Example The temptations were turning stones into bread, casting himself from the temple and the angels of God would come and save him before getting to the ground and being given the authority and power to rule all the kingdoms of the earth (Fyodor 29). The inquisitor says that Jesus rejected all this in favor of freedom. He believes that the majority of humans cannot handle this freedom given to them and that giving human’s freedom to choose prevents them from redemption, hence living them to suffer. The inquisitor feels that Christ was wrong to reject each temptation. He feels that he should have turned stones into bread since men will always fallow those who fill their stomachs. Casting himself from the temple would have proved his goodness in the people’s minds following him forever and governing all the kingdoms would guarantee their salvation. Jesus then kisses the inquisitor on his bloodless aged lips instead of responding to his accusations. The inquisitor releases him and tells him never to return (Amy 16). This finally shows the inquisitor’s sympathetic

Summarizing Very Short and Sweet Assignment Example | Topics and Well Written Essays - 250 words

Summarizing Very Short and Sweet - Assignment Example Grant underlines the importance of buy-in for all stakeholders through a good communication program. The strengths of the summary are that it mentions the main components of the article and its purpose. The summary describes the components of core concepts for integrated system. It also points out Grant’s purpose in writing the article, which guides readers on what they can expect from the article. However, the summary could have at least mentioned the particular core concepts of integrated system in the summary to improve its content. The summary should also clearly highlight the benefits and challenges of integrated care. For instance, Grant argues that integrated care is complex, but it can be done through the designing of the organization’s communication plan and encouraging stakeholder participation. The summary should also include the benefits of integrated care that Grant discussed in more specific terms, instead of just saying that it cuts costs and improves outcomes, so that those who read the summary can clearly picture what integrated care’s benefits are to

Case study of cyanotic congenital heart disease

Case study of cyanotic congenital heart disease Baby J, a 3-week-old infant, was admitted to Ward 5A since birth due to severe central cyanosis caused by several congenital heart problems. Soon after birth, he suffered from respiratory distress, where his initial SaO2 was only about 70%. He was resuscitated and given 5 nanograms/kg/min of Prostin (Prostaglandin E2). On appearance, he was dusky-looking and his peripheries were cold and cyanosed. He was started on biphasic continuous positive airway pressure (CPAP) via an apnoea mask and also given positive end-expiratory pressure (PEEP) as an adjunct. His CPAP was delivered using nasal cannula the following day after his SaO2 increased to 80% and he remained on CPAP for the first 5 days after birth, which subsequently was weaned off. Antenatal scans found pulmonary atresia, overriding aorta and ventricular septal defect (VSD). Postnatally, cardiac catheterisation confirmed the antenatal findings with extra major aortopulmonary collateral arteries (MAPCAs). He tolerated feeding via TPN and was given 6ml of EBM (expressed breast milk) at intervals of 2 hourly. Bottle feeding was attempted on 28/09/09 and he tolerated the feedings well. Recently, the feedings increased to 44ml 2 hourly. Baby J passed urine normally and his stools were of normal consistency. Past Medical and Surgical History Baby J underwent a cardiac surgery on 1/10/09 through a median sternotomy and a Melbourne shunt was inserted to create an aortopulmonary connection. He was also diagnosed with Alagilles syndrome (an autosomal dominant inherited disorder affecting the heart, liver, spine, kidney and central nervous system). Family History Baby Js father was diagnosed with Alagilles syndrome as a child. He has congenital spinal abnormalities, cardiac defects (atrial septal defect, ASD, pulmonary stenosis and right ventricular dysfunction). Baby Js mother suffered from depression for about 3 years now. She also has asthma and a high BMI of 40. During pregnancy, Baby Js mother was on anti-depressant (Fluoxetine 20 mg OD) and inhalers (Becctide and Ventolin). Drug History NKDA Medication Dosage Frequency Aspirin 15mg OD Frusemide 3mg BD Spironolactone 3mg BD Social History Baby J is the 3rd child in the family. He has one brother and 2 sisters. His brother was also diagnosed with Alagilles and suffers from cardiac anomaly. Baby Js mother is a non-smoker and she did not drink alcohol while conceiving him. Systemic Enquiry Neurological None to note. Cardiovascular See above. Respiratory Cyanotic. Gastrointestinal None to note. Opened bowel normally with normal stools. Genitourinary None to note. Passed urine normally. Haematological None to note. No fevers or rigors Musculoskeletal None to note. Endocrine None to note PHYSICAL EXAMINATION General Inspection Not distressed or in pain. Alert and non-lethargic. Apyrexial (Temperature 37.1 0C) Mild bluish discolouration of lips and tongue. SaO2 83% on room air. Heart rate: 156 bpm RR: 48/min Anterior fontanelle normal. Cardiovascular Examination Examination Findings BP Pulse rate 78/ 45 mmHg 156 bpm (regular, normal volume, character) No radial-radial delay or radio-femoral delay. Normal radial/ brachial/ femoral pulses. Normal carotid pulses. Inspection Hands and nails Face and tongue Precordium Ankle Non-cyanotic fingers. CRT No finger clubbing/ splinter haemorrhages. Non-pallor palmar creases. Deep-set eyes, prominent forehead (features of Alagilles syndrome) Non-pallor conjunctiva Mild central cyanosis (bluish tinge to tongue) Median stenotomy scar. No peripheral oedema (rarely seen in children) Palpation Central trachea. No thrills or left parasternal heave. Auscultation HS=I+Single II (muscular pulmonary atresia) + Ejection click (due to high flow across aortic valve) and continuous murmur. Respiratory Examination Examination Findings Inspection Hands Mouth Eyes Chest wall Not breathless or in distress. Breathing at ease. No peripheral cyanosis. No finger clubbing. Mild bluish tinge to tongue. No jaundice and non-pallor conjunctiva. Normal AP diameter. Symmetrical movement of chest wall with respiration No accessory muscles used in respiration. Trachea Central, no tracheal tug Percussion Generally, resonant to percussion. Auscultation Vesicular breath sounds. Normal air entry. No wheeze or added sounds. Summary of Problems Baby J suffered from severe cyanosis immediately post-delivery due to closure of ductus arteriosus. To maintain the patency of the duct, he was given prostaglandin E2. However, this was just a temporary measure to maintain a duct-dependent pulmonary circulation. A more definitive treatment for Baby J was to establish a direct connection between the aorta and the pulmonary artery by a shunt in order to promote growth of central pulmonary artery. Differential Diagnosis *Most likely differential for Baby J bolded. Differentials of cyanosis:- Primary pulmonary disease Cyanotic congenital heart disease Reduced or duct-dependent pulmonary circulation Tetralogy of Fallot Pulmonary atresia Tricuspid atresia Abnormal mixing Transposition of great arteries Total anomalous pulmonary venous drainage (all draining into right atrium) Single truncus arteriosus Persistent pulmonary hypertension due to persistent fetal circulation Anaemia Asphyxia Sepsis Metabolic disorder Methaemoglobinaemia due to haemolytic anaemia Management Plan Initial management:- Respiratory distress at birth Resuscitation, give CPAP and PEEP to maintain oxygenation to lungs, immediate Prostin (5ng/kg/min) Check breathing Maintain circulation IV fluids Routine bloods and ABG Continuous monitoring oxygen saturation and vitals Cardiology review- echo and CXR Echo findings consistent with Fallot tetralogy with MAPCAs CXR found cardiomegaly Feeding via TPN (6ml/kg/2 hourly) Further management:- Cardiac catherisation to assess for cardiac anomaly Cardiology experts advised surgery to establish connection between aorta and pulmonary artery to increase pulmonary blood flow. Melbourne shunt was inserted via median sternotomy on 1/10/09. Echo post-op showed good flow in small pulmonary arteries and patent central shunt. Continue monitoring oxygen saturation aim to keep above 75% Perform ECG Monitor temperature post-op If pyrexial, culture blood and give vancomycin and gentamicin. Start on aspirin, frusemide, spironolactone and paracetamol PRN. Increase feed to 150ml/kg/day via bottle Relevant Investigations and Results: Bloods results (2/10/09) after cardiac surgery FBC Hb Platelets WBC 15.2 230 10.5 UE Na+ K+ Cl Urea Creatinine 142 4.7 100 3.9 77 LFTs Alk P AST ALT Pro Alb 274 29 31 55 27 CRP 100 Echo Results on 18/09/09 Pulmonary atresia, MAPCAs, VSD, overriding aorta. Results on 2/10/09 Patent central shunt with good flow to small pulmonary arteries. MAPCAs flow demonstrated from joined aortopulmary branches. X-ray of whole spine Single AP view of thoracolumbar spine no abnormality found. Reflective Commentary: Tetralogy of Fallot Tetralogy of Fallot (TOF) is the commonest cause of cyanotic congenital heart disease. It has 4 cardinal anatomical anomalies:- [1] Large outlet VSD Overriding aorta with respect to ventricular septum Right ventricular outflow obstruction (infundibular and valvular pulmonary stenosis) Right ventricular hypertrophy Epidemiology TOF affects 3-6 infants in every 10, 000 births. [1] Aetiology [4] The aetiology is unknown, but evidence suggests a multifactorial cause. Antenatal risk factors are:- Maternal rubella (or other viral infections during pregnancy) Poor antenatal nutrition Maternal alcohol use Maternal age > 40 years Diabetes Children with Down syndrome have a higher risk of TOF. Presentation [4] Symptoms Very few infants present with severe cyanosis in the first few days of life with duct-dependent pulmonary circulation. Most infants are diagnosed by murmur at the age of 1-2 months. Feeding difficulty and failure to thrive. Tet spells episodes of bluish pale skin during crying or feeding. Squatting is classical of infants with TOF. Exertional dyspnoea usually worsens with age. Physical examination Smaller than expected for age. Peripheral cyanosis is normally found at birth, and after 3-6 months, finger clubbing may develop. Cardiac examination:- A thrill at left sternal border. Ejection systolic murmur heard over the pulmonic area and the left sternal border. In babies with aortopulmonary collaterals, continuous murmurs may be detected The S2  is usually single. Diagnosis Diagnosis is through history and clinical examination, supported by chest x-ray and ECG, and confirmed by echocardiography. Bloods Haemoglobin and haematocrit are usually increased in relation to the degree of cyanosis. The arterial oxygen saturation varies from 65-70%. ECG ECG shows right ventricular hypertrophy (+ right axis deviation) and may also show right atrial hypertrophy. Imaging Radiography Classical boot-shaped heart. Echocardiography Used to diagnose ductus arteriosus, VSD, or ASD with Doppler echocardiography. *Comparison of Baby Js presentation to the classical presentation Baby J had severe pulmonary atresia (muscular in origin) due to a severely malrotated infundibular septum. He suffered from life-threatening cyanosis at birth which had to be attended to promptly by maintaining the patency of ductus arteriosis using prostaglandin E2. As he was highly symptomatic, a palliative surgery to increase pulmonary blood flow had to be done where he underwent placement of Melbourne shunt connecting his aorta to MAPCA. This was done hoping to promote the development of main pulmonary artery. Baby J also had another problem which was the 50% possible chance of inheriting Alagilles syndrome (autosomal dominant) from his father. His LFTs were checked for any liver abnormality which is commonly implicated in this syndrome. He also had spine X-ray to exclude spinal deformities. He will be having ophthalmology review soon as well. GMC theme 2: Treatment Acute treatment [4] Neonates with severe cyanosis due to ductal constriction are given an infusion of prostaglandin E2(0.05 to 0.1  ÃƒÅ½Ã‚ ¼g/kg/min IV) to reopen the ductus arteriosus. Tet spells are usually self-limiting and followed by a period of sleep. If prolonged (> 15 mins), treatment consists of:- [4] placing infants in a knee-chest position sedation and pain relief morphine  IM. IV fluids are used for volume expansion. Propanolol  IV acts as peripheral vasoconstrictor. Bicarbonate to correct acidosis. Muscle paralysis and artificial ventilator to reduce oxygen demand. Symptomatic or palliative treatment in first few months Palliative surgery can be performed in patients who are not suitable for complete repair or patients with tet spells. One of the commonly used procedures is the Blalock-Taussig shunt where the subclavian artery is connected to the ipsilateral pulmonary artery with a prosthetic graft. Baby J had a relatively new shunt placement (first developed in Melbourne) which connects the major aortopulmonary collateral artery (MAPCA) to aorta. This has been shown to promote the growth of central pulmonary artery. [2] Melbourne shunt: illustrates the completed shunt with the pulmonary artery anastomosed to the posterior and left lateral aspect of the ascending aorta close to the sinotubular junction. Adapted from Ref [2] Corrective Surgery Since TOF is a progressive disorder, Baby J will require a more definitive corrective surgery. Nowadays, surgery is commonly performed electively at around 6 months of age (or before 1 year). The timing of complete surgical repair on Baby J will depend on numerous factors like further symptoms, severity of lesions (multiple VSDs, pulmonary atresia),etc. Complete repair is achieved by patch closure of VSD and widening of right ventricular outflow tract. Perioperative mortality rate is   Primary repair is beneficial in terms of preventing long-term right ventricular outflow obstruction and the consequential development of right ventricular hypertrophy, prolonged cyanosis, and postnatal angiogenesis. [1] Summary Survival in children with simple forms of TOF is promising and quality of life is good. Studies showed that survivors are in NYHA 1 class with minimal reduction in exercise capacity. However, Baby J has a rather severe form of TOF and it is difficult to predict his prognosis as for now. This will depend on his progress after corrective surgery repair done. He will need life-long cardiac review and this can be quite stressful for the child and the family as well. Baby J is fortunate to have good supportive parents who are both rather anxious about the childs condition during the interview.

In Favor of Lowering the Drinking Age to 18 :: Argumentative Persuasive Essays

Problem: A person should be able to drink legally at the age of eighteen. The law that states that it is legal for a person to drink at the age of twenty-one should be changed so that an eighteen-year-old would be allowed to drink alcohol legally. At 18, you are now an adult and you are expected to act that way. Legally you can vote, get married, buy a lottery ticket, serve in the military and be tried as an adult in the United States court system. These are very important responsibilities that are yours to take care of when you become an adult. â€Å"Good grief†¦let them [also] take the responsibility for the consumption of an adult beverage† (Conway 2000). Solutions: In order to lower the drinking age from 21 to 18, I would: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Find laws in other states and countries as examples. We should look to the European countries as an example to solve our problems in the United States. â€Å"The Europeans teach their children to respect [alcohol] from an early age† (Conway 2000). Theses countries do not have the minimum age of consumption at 21 and this has been proven to make a difference. There is less underage drinking because drinking is part of their culture and lifestyle. It starts in the household with their family and they are taught to drink smart and socially. Social drinking is acceptable; it is a time to have fun while still being in control. New Zealand changed their legal age to 18 in 1989. The slogan â€Å"You’re not just a teen when you’re 18† shows that the New Zealand government is taking the change very seriously and so should the men and women that are of the legal age. Maybe the United States should look around the world to try and solve our own problems. â€Å"Isn’t it ironic that the United States has the highest minimum drinking age and for some strange reason the largest problem with underage consumption† (Toomey & Rosenfeld, 1996)? This statement in itself should be one very good point when considering the change of the legal age to 18. 2)  Ã‚  Ã‚  Ã‚  Ã‚  Alcohol Consumption among minors:   Ã‚  Ã‚  Ã‚  Ã‚  Some might look at this report and argue that at least the amount of alcohol consumption is decreasing among young people since the drinking age has been increased, but what most don’t know is that this has actually been occurring since about 1980. This was long before the states were required to raise the drinking age.

What is the significance of Knowles’ Adult Learning Theory to instructional design in health care organizations?

When dealing with adult education theories, huge credit is always given to the so-called â€Å"Father of Adult Learning† — Dr. Malcolm S. Knowles. His premise, more popularly termed as â€Å"andragogy,† espouses the following assumptions: the need to know, learning self-concept, role of learners’ experience, readiness to learn and orientation to learning.These ideas are said to be important to formulating instructional design in health care organizations in order to make them more effective.Health care organizations are geared towards meeting the health care needs of diverse populations especially among bigger groups. Along this line, instructional designs must be carefully planned so that the objectives of the organization and its stakeholders will be satisfied.Malcolm Knowles’ theory of andragogy allows coordinators and managers to construct activities, situations and undertakings that are important components pertinent to the learning atmosphere of adult members and recipients of particular health care organizations.Applying Knowles’ theory, health care organizations must produce instructional designs that will give an overview to adult learners’ expectations of its programs. Organizers and their beneficiaries must be able to make independent decisions that will give them self-direction and take responsibility for them.Their endeavors must be enriching in that learning can be facilitated accordingly. The learners must also be trained to cope effectively with various life circumstances to become well-adjusted individuals. And finally, motivation must be instilled upon the learners in order to make the health care organization sustainable and cohesive.2. Explain why behavioral and cognitive theories are especially relevant to curriculum development in nursing.Some institutions of higher learning which offer a degree in nursing have problems as to the capacities of their nursing graduates who become registered nu rses in terms of doing the actual nursing job.They may be educationally excellent but problems regarding the services they render may undergo shallow areas because they lack the knowledge, skills and attitudes needed for a particular nursing situation due to a deficient and weak nursing curriculum during the course of their education. It is not their fault, however, because these were what they learned inside the nursing school.Cognitive and behavioral theories are fabricated mainly to better understand and help human beings in the face of various life situations. Nursing, on the other hand, is a field of study that deals generally on providing health care needs of sick patients.Seeking a viable association of these two issues, it can therefore be said that cognitive and behavioral theories play an important role in establishing an effective and comprehensive nursing curriculum which would cover what the learner needs to know about nursing. It is also significant in terms of applyin g such theories in actual nursing practice itself.With the proper use of behavioral and cognitive theories, the nurse upon finishing a degree in nursing can better perform the job since he is well-equipped with knowledge, skills and attitudes relevant to the practice of nursing.In this sense, it is thus a requirement that the nursing curriculum must fit according to what humans actually need in the health care setting, say in a hospital, clinic or home care. And with an effective nursing curriculum, health care delivery among nurses can be facilitated more appropriately according to the needs of patients.ReferencesAtherton, J. (2005). â€Å"Knowles’ Andragogy.† Retrieved 30 April 2008, from http://www.learningandteaching.info/learning/knowlesa.htm Dover, K.H. (n.d.). â€Å"Adult Learning Theory.† Retrieved 30 April 2008, from http://adulted.about.com/cs/adultlearningthe/a/knowles.htm   

Academic Achievements Essay

THE PROBLEM AND ITS BACKGROUND In every student’s life, academic excellence as well as co-curricular involvement is very essential. The two aspects would help them attain their goal of being part of the honor roll. Balancing these two is one of the problems honor students of today are facing. This process is intended to know how important co-curricular involvement is and what its effects to the students’ academic achievements are. Since 1985, Colegio San Agustin (CSA)- Bià ±an has been providing its students quality Catholic education that enriches their knowledge academically. Besides, CSA- Bià ±an has been offering several co- curricular programs like authorized student clubs or organizations wherein each student is required to join, inside and outside school competitions, sports activities and many more. Prospective honor students, as active as they want to be, participate and take part in both academic and co- curricular programs. CSA- Bià ±an Junior High School Department follows DepEd Order No. 92, s. 2009 for the selection of honor students. The policy states that the 7-3 point scheme (7 points for academic performance and 3 points for co- curricular activities) shall be used in determining the final honors among non- graduating and graduating students. In Academic Year 2013-2014, there were 30 students from grade seven to third year high school who grabbed a spot in the honor roll. Their final ranks were computed based on 70% academics and 30% co- curricular. They, most probably, are equally excellent in both aspects. Co-curricular refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school. Co-curricular activities are usually a way to separate students from their academics. These activities have influence on students’ academic performance but on the other hand, it is questionable whether these activities effect positively or negatively (Millard, 1930). Different school administrations are interested to find out if there is association between academic performance and the involvement in co- curricular activities. (Stephens & Schaben, 2002). This is where the focal point of the study takes place: the effects of co- curricular involvement on the academic achievements of the grade seven to third year over- all top ten students. In view of the fact that the researchers are potential honor students, they see the necessity to make an investigation  about this matter for they are sure that the outcome of this study would be beneficial not only to aspiring honor students like them but also to the administrators of the locale under analysis. Setting of the Study The study will be conducted at Colegio San Agustin-Bià ±an, which is situated at Southwoods Interchange, Juana Complex I, Bià ±an City, Laguna. It is a private school run by the Order of St. Augustine. Theoretical/Conceptual Framework This study was anchored on the following different evaluation and assessment concepts. According to the Pickle Jar theory, when you take an empty pickle jar and fill it with rocks, it appears to be full – until you fill it with gravel. The smaller granules fill the cracks between the rocks, and you can still fit in some sand, and then water. Another theory named the Distraction-Conflict theory (1978), refers to an analysis of performance gains in groups assuming that when others are present, attention is divided between the other things and the task; this attentional conflict increases motivation and so it facilitates performance on simple, well-learned tasks. These theories are relevant to the research because like the Pickle Jar Theory, the rocks represent the academic achievements while the smaller granules like pebbles and sand depict the co-curricular involvements. On the other hand, the Distraction-Conflict Theory attests that when both academics and co- curricular activities are present, a student’s attention may be divided and therefore cannot focus on his priority which is his academic performance. SS Figure 1 The Relationship between the Profile and the Effects of Co- Curricular Involvement to Academic Achievements as Perceived by Grade Seven to Fourth Year Over- all Top Ten Students of CSA- Bià ±an in AY 2013- 2014 After consolidating the ideas and thought of the theories and studying the  concepts presented, the researchers came up with Figure 1 to show that the profile; gender, final general average, over-all rank, and frequency of co-curricular involvements (independent variable) has something to do or may alter the perceived effects of co-curricular involvements on academic achievements (dependent variable) of grade seven to third year over- all top ten students of Academic Year 2013-2014. Statement of the Problem This study sought to determine the perceived effects of the co-curricular involvements to the academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an in academic year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of grade seven to third year over-all top ten students in terms of: a) Gender b) Final General Average c) Over-all Rank d) Frequency of Co-curricular Involvements 2. What are the perceived effects of co-curricular involvement to academic achievements? 3. Is there a significant relationship between the students’ profile and the perceived effects of co-curricular involvement on academic achievements? Statement of Hypothesis The researchers hypothesized that: There is no significant relationship between the students’ profiles and the perceived effects of co-curricular involvement to academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an. Statement of Assumptions The researchers assume that: 1. Co- curricular involvement has either positive or negative effects on the students’ academic achievements. 2. Over- all top ten students are concerned on the effects of co- curricular to academic achievements. 3. CSA- Bià ±an offered both co- curricular and academic programs in AY 2013- 2014. 4.  Colegio San Agustin- Bià ±an Junior High School Department gives importance to both academic and co- curricular excellence. 5. The effect of co- curricular involvement on academic achievements has certain advantages and disadvantages. Significance of the Study Since this study will be conducted to discover the relationship between the co-curricular involvements and the academic achievements of the grade seven to third year over-all top ten students of Colegio San Agustin-Bià ±an in the Academic Year 2013-2014, the researchers found the following grounds of the study very significant: 1. The information which will be gathered in this study may serve as a guide to the teachers in assessing their students’ strengths and weaknesses, both in the academic and co-curricular fields; thereby, will result to better teaching methods and efficient parent-teacher conferences; 2. The results of the study will provide the Guidance and Testing Center with the knowledge of how their students balance their academics and activeness in co-curricular participation which would lead to adequate seminars regarding this matter; and, 3. Finally, the findings of this study will provide the students with the information on how to manage co-curricular activeness and academics while achieving a high general average; 4. The findings of the study will address the parents’ inquiry regarding their child’s academic standing in the classroom aiming to provide the information on the composition of their child’s general average and the process of evaluating the child; 5. The study will serve as a guide for the administrators in providing better service to their by means of efficient teaching strategies and increasing the students’ participation in co-curricular activities through offering a wide selection of activities that correspond to various talents and interests of the students. Scope and Delimitation The study focuses on the perceived effects of co- curricular involvement to academic achievements of grade seven to third year over- all top ten students of Colegio San Agustin- Bià ±an in Academic Year 2013- 2014. The study’s focal point is the effects of co-curricular involvement to the academic achievements of students. The study was limited to the grade seven to third year over-all top ten students for they are the ones who are  concerned on how co- curricular affects their academic achievements. Also, they are more likely to experience problems concerning the subject matter. The study doesn’t include the fourth year high school students of AY 2013-2014 because it would be inconvenient for the researchers to communicate with them since they now study in several different universities. This study yearns to determine the effects of co- curricular involvement on the academic achievements of students. Definition of Terms The following terms were used within the context of the study. They are defined conceptually and operationally for easier comprehension. Academic Achievements. The students’ excellent performance which is measured by academic disciplines like examinations, quizzes, class participation, projects, assignments and etcetera. This is mirrored by the students’ final general average. Co Curricular Involvement. The students’ participation in activities, programs, and learning experiences that complement, in some way, what they are learning inside the classroom. They are usually a way to separate students from their academics. Over-all Top Ten. Ten students who, among all their batch mates, show the most remarkable excellence in both academic and co- curricular performance. Department of Education. Abbreviated as DepEd (Kagawaran ng Edukasyon) and is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improvin g the quality of basic education. Final General Average. Final assessment of the student’s grade which consists of both co-curricular and academic performances. Guidance and Testing Center. The sector of Colegio San Agustin- Bià ±an that is responsible in helping the students with their personal emotional and psychological problems. They are also ought to create programs that would maintain the students well- being emotionally and psychologically. Over- all Rank. Rank of the student over the whole number of their batch according to his academic and co-curricular performance. Academic achievements Essay Experience is the best teacher, as the saying goes. There is no better way to learn and be equipped with life skills and unfathomable wisdom than from our experiences. These experiences maybe bad, like an accident from drunk driving, or good, like winning the spelling bee competition. Either way, the consequences to these actions will always be valuable and it will serve a purpose in our lives. Academic achievements, as shown by those glistening medals that hung in our dressers, the framed certificates that hung on our walls, the trophies that are placed in the living areas of our houses, and the recognition given to us by our school, family, and friends, are always on top of our list in accomplishing. Although they play a very big part in the molding of a child to be motivated to study and graduate with honors, it may not always be a priority for others. Nowadays, the four corners of the classroom are not enough to give a student the learning that he needs in order to be fully prepared to go to college. Colleges do just not want their student applicants to be academic achievers, but well rounded too. Extra-curricular activities, like athletic achievements, musical involvements, writing for the school newspaper, joining various school clubs, the student council, summer camps, leadership trainings, among many others are just a few of the many activities that a student can get involved in to harbor more life experiences and to know where he excels at the most. Activities like those mentioned above do not only hone a student in one direction, but it improves the student’s social skills, especially in dealing with other people as these organizations exist because of its members, in thinking outside the box and letting their creative juices flow, in having passion for something that they believe in and in wanting to make a difference. These things are as important as being scholarly, because in college, you are not only being tested academically; you are being prepared for your encounter with real life in your chosen path – the life after college.