Computerised quotation system Essay Example for Free

Computerised quotation system Essay The task that I am going to provide a solution for is to produce a computerised quotation system for S S Insurances. EXISTING SYSTEM: Thomas Davidson is currently a broker providing insurance for cars. At present he insures through a financial institution, S S Finances. He is a broker working for the insurance company S S Insurances. He has worked with many insurance companies in the past trying to find the best deal so that he can earn a good amount of profit. He finally made a deal with S S Insurances in which he can gain a good amount of commission. His job is to find customers who would like to buy insurance for their cars and he gains a commission of 7.5% for each customer to whom he sells a quote. He started his career as a broker approximately three years ago after being made redundant as a factory worker assembling car parts. He has no employees working for him at the moment. However his wife helps him with the paperwork when she can. Thomas works full- time from his home study, which is located in the heart of Streatham. In the past Thomas has had a lot of experience dealing with customers and clients. He now has a number of devoted customers who frequently contact him when the renewal for their car insurance is due. Thomas usually interacts with his customers over the phone from his study; sometimes however he does conduct business at the home of his customer to their convenience. When Thomas finds an interested client he firstly explains to the client everything that is involved in the quote. In order for Thomas to calculate the insurance quote, he uses a calculator, a record of tables with the insurance ratings provided by S S Insurances and his diary where he notes all the information down. The insurance ratings show a different variety of things the first table is the insurance group, which shows the basic cost for a car depending on the cars make, price and power. The more expensive and powerful the car, higher the basic cost. Thomas then adjusts the basic cost by multiplying it by various factors, which could affect the insurance. Age is also a factor, the older the driver is, the less they are considered as a risk. Sex is also a factor; a female is considered as a less of a risk than males. The area you live in is also a criterion which Thomas considers before issuing an insurance quote, if you live in a high risk sensitive area you are likely to pay more. The customer can then choose what type of insurance he would like; third party only, third party fire and theft or fully comprehensive. The insurance also offers an extra driver criterion, which can be added at an increased cost. Thomas then offers a discount to the customers if they have had no claims varying from the past year or five years. Thomas then calculates the quote by multiplying the basic cost with all the factor multipliers and seeing if they can get a discount and then giving the customer the final result. Thomas writes all of the things discussed and quotations in his diary. If the client agrees to go ahead with the quote after hearing the final cost, Thomas makes a word- processed quote, which he then sends to S S Insurances. From there S S Insurances make the actual policy and then send it directly to the customer. Thomas does possess a computer and laptop at home, which his children use for educational purposes. Thomas has very little knowledge about using computers, however to produce the insurance quotes which are word-processed his daughter helps him and recently Thomas has started to produce the quotes by himself since he is gradually learning to use a computer, even though he is slow with the typing. Thomas makes hand-written notes about all his clients, their details and policies, which is time consuming and can get tiring and boring despite having a computer due to his lack of computer skills. Furthermore sometimes Thomas wife also helps him with the paperwork, if there are too many customers wishing to have a quote ready. Thomas says that most of his customers find out about his business by word of mouth or from the consequence of the advert he has placed in the local newspaper, if he could he would also like to attract more customers to increase the standard of his living. Thomas Davidson finds the existing manual way he issues quotes prolonged and exhausting and would like to automate the system. He would also prefer to make more use of his laptop, however his lack of computer skills is a problem and therefore would like to be able to issue quotes on a simple and straightforward system. He would also like to automate the system so that it would be much faster to issue quotes and therefore would not have to spend too much time doing things manually. At the moment he hardly gets anytime to spend with his children especially when there is a heavy workload. Thomas feels that if he were able to get the system to be computerised he would like to employ some staff and expand and preferably shift into an office. He would also like to work with more than one insurance company at the same time if possible in the near future. CONSTRAINTS: There are not many constraints however there are a few which are important. My user Thomas Davidson has no experience of using a computer except for possessing basic typing skills. This means the system will have to be easy and simple to use and understand. Another constraint is time, although my user does not want the system to be made immediately or as soon as possible. However he would like the computerised system to be created soon so that he can use it and update all his handwritten manual notes onto the system and be able to use it with future clients. USER REQUIREMENTS: My user is Thomas Davidson, who is a broker for S S Insurances for whom I will be creating a computerised quotation system. He would like the following requirements to be taken into account. * To be able to see the total cost of the insurance quote. * To be able to see the total cost of the insurance quote before a discount is given. * To be able to print the quotation. * To make sure that system is safe and secure. * To be able to see the details of all the customers such as; forename, surname, age, and the type of insurance they would like. * To be able to store the issued quotes so that they can be used at a later date. * To enable phone enquiries to be dealt much quickly. * To make the system user- friendly. * To make sure the data entered is accurate. * To make the system look professional, systematic and organised. QUANTITATIVE OBJECTIVES: * To use a formula to work out the total cost of the insurance quote. * To use another formula to work out the cost of the quote excluding the discount. * To be able to print multiple copies of the quotes. * To make the system password protected so a password will be needed in order to enter the system. * To make sure the details about the customers names, surnames, addresses, age and other details can be seen. * To be able to use a command button so data can be stored. * To use drop down boxes to be able to select options. QUALITATIVE OBJECTIVES: * To make the system user- friendly I will create a user interface so that it is easy to move around the system. * To make the system look professional and organised. PERFORMANCE CRITERIAS: * The system should be able to use a formula in order to work out the total cost of the insurance quote. * The system should be able to use a calculation in order to work out the cost of the insurance excluding the discount. * The system should be able to print multiple copies of the insurance quotation. * The system should be password enable, so a password will be needed in order to access the system to make sure the system is safe. * The system should show all the details about the customers such as names, surnames, addresses and other details. * The system should be able to store the issued quotes so that they can be used at a later date. * The system should have drop down boxes so the user can select options quickly and easily. NEW SYSTEM: HARDWARE: In order to computerise the quotation system I will need a Windows XP computer. I will also need a QWERTY keyboard and a mouse in order to input the data into the spreadsheet. I will be using the hard drive to save the spreadsheet on an internal storage. I will also be saving the spreadsheet on an external storage such as CR-RW so that I have a back- up copy of the data in case the original copy is deleted I will still have another copy. I will also be using a VDU (visual display unit) to see the spreadsheet. I will also be using a printer to print out the quotes so that the user can see them and then send them to S S Insurances. SOFTWARE: In order to produce the car insurance quotation system I will be using spreadsheet software for many reasons. In a spreadsheet I can use many of the features which will enable me to produce an efficient quotation system. I can use macros, list boxes, combo boxes, V Lookup, IF statements and other features in the system. There is other software such as a word- processor or a database but they are not suitable for this quotation system. Although you can make tables and do basic calculations they are only limited as they are not mainly designed for that purpose. I will be using Microsoft Excel 2003 as I do not have any other spreadsheet software available on my computer. I will also use it as I am more familiar with it as I have used it many times in the past. SECURITY: I will need to make sure the spreadsheet I create will be kept safe and secure. I will need to make sure the data is secure as I will need to follow the Data Protection Act 1998. In order to comply with the law I will keep the data safe by having cell protection so if anyone other than me or the user accesses the data he will need to enter the password in order to alter the information. I will also keep a backup copy of the system so if the user loses the original copy he will still have another backup copy. INPUT, PROCESSES AND OUTPUT: Input: I will input all the data required using a keyboard into the spreadsheet. The input data I will need in order to produce the quotation system are all the customer details and the headings. I will require the following specific data about the customers: forename, surname, address, sex, model and make of the car. I will also need the age of the driver, which will be in a grouped arrangement e.g. 17- 19 or 60- 65. The type of insurance the driver wants will also be required whether it is, fully comprehensive, third party only or third party fire and theft. I will abbreviate the type of insurance to make it shorter so it would be much quicker to type and also easier. I will also need to know what type of area the driver lives in, as this could be a risk factor, low, medium or high. I will also need to know if the driver would like to state an extra driver or not. I will also need to know the number of claims the driver has made in the past 4 years and whether he is eligible for a discount. The other details I will need to know is about the insurance and which rating the cars are allocated according to their power and cost. I will also need to know about the multipliers so that I can work what I need to multiple the costs, these will be allocated to the sex, age of driver, risk of area and insurance and type. The final detail I will need to know are the number of penalty points the customer has, as having more conviction point will increase the cost of the insurance quote. Processes: In order to create the quotation system I will need to carry out a number of processes with the input data in order to produce the output. The fixed data will be the data that I will not change on the spreadsheet such as the main headings e.g.: forename, surname, address. The variable data will be the data that will change. The data that will need to be changed are all the details about the customer and his car. In order to fulfil the following user requirements I will carry out a number of processes: * To be able to see the total cost of the insurance quote and to be able to see the total cost of the insurance quote before a discount is given. I will be using a formula to calculate the total costs of the quote and also to work out the cost excluding the discount. I will be using a simple Auto sum calculation in order to do this. In order to work out the total cost I will need to use a V Lookup formula. A V Lookup searches for a value in the leftmost column of a table, and then returns a value in the same rows from a column you specify in the table. I will be using a V Lookup formula since I will having different things on different sheets it will need to lookup the values in other cells. * To be able to print the quotation. In order to do this the user can use the menu options on the toolbar however to make it easier for the user I will have a macro. * To make sure that system is safe and secure. In order to keep the data safe I will be using cell protection. I will be keeping a password so when someone accesses the file he will be prompted to enter the password. If the password entered is correct he will gain access and be able to change the data. However if an incorrect password is entered an error message will appear informing the user he cannot gain access. * To be able to see the details of all the customers such as; forename, surname, age, and the type of insurance they would like. In order to do this I will have a sheet where the details about the customer can be seen. * To be able to store the issued quotes so that they can be used at a later date. In order to do this I will be using macros. Macro is a feature that stores a series of commands so that the user can use them with a single command. I will be using macros for various things such as printing the quote, storing the quotes, to view the quotes and other tasks. * To enable phone enquiries to be dealt much quickly. In order to fulfil this requirement I will be using a variety of buttons to make it easier for the user. Option buttons are used for choosing one item from a list of options, where you can select one option button at a time. I will be using them so the user can select the sex of the driver, either male or female. Combo boxes can also be called drop- down boxes, which offer a number of choices to the user, one of which maybe selected. I will be using a combo box so that my user can select the drivers car. By selecting on the drop- down arrow will provide the models of the cars. A list box and combo boxes are alike however a list box shows the choices available without having to click on the arrow. I will be using a list box for the risk assessment of the area and type of insurance, as there are only three options from which the user can select. A check box is a box, which can either be selected or unselected, when you click on the box a tick appears in the box. I will be using a check box for the declaration of the extra driver. A spinner is made up of two arrows, one point up and the other down. By clicking on the up arrow increases the value and the down arrow decreases the value. I will be using the spinner to choose the number of years the driver has made no claims. I will also be using IF statements in order to see the values of the check box which will check whether the customer would like an extra driver. * To make the system user- friendly. In order to make the printed quote professional and organised I will be adding the name of the company, address, telephone numbers and the company logo at the top. I will also arrange all the information into sections and add colour to make it look more attractive. I will create the macros into buttons so the user can quickly carry the tasks. I will also add a front end to the system. A front end is the name given to the user-friendly interface that will appear on the screen when the file is loaded. It will provide the user with a number of options. Once the data has been entered I will need to rename the worksheets and insert a defined name for certain data which will be used in calculations. Output: The output will be the full quote details, which will be on the screen of the computer showing the customer name, address, car details, and the cost of the insurance and without the discount. The output on the screen will also show the macros, which can be used to navigate around the system. The other output will be the fully modified and professional printed quote that will show the company logo along with the companys address and contact numbers. It will also show the issue date, all the details about the quote and the expiry date of the quote.

Speech Presentation Essay Example for Free

Speech Presentation Essay Imagine your home wherein you are controlled by your own IPod. Imagine a classroom that you are controlled by your laptop computer. Imagine a canteen that you are controlled by the vending machine. Indeed, this is a scary vivid picture that we can paint in our mind when the topic of technology and its advancement is on the focus. The popularity of science fiction stories and movies had helped in the formation of irrational fears on the advancement of technology. Science fiction films such as the Matrix and the Terminator had convinced us that the technology that we created which is supposed to be our slave is the one who enslave us. In this presentation, I am going to try to erase these irrational fears in your heads by citing and analyzing real world facts, findings and researches on the topic of technology and its advancement. Primarily, it is important to define what technology is. Simply said, technology is any tool or method that is created by man to help and assist him in his everyday work to make his or her life easier. This kind of definition is so encompassing that it can manage to accommodate the early advancement of man including the discovery of fire up to our current advancements in space science and genetics. These advancements of technology with the incredibly fast phase that it has today are those that are feared by many that can enslave the humankind that created it. The question is simple? Is this fear rational or not? It is important to note that even its early days, the invention of technology itself was aimed to help humankind. I would argue that up to now, this is what is still happening. Technology even to its current status and prestige are still aimed to help and assist the humankind rather than dominate it. Take for example the field of robotics. Robots are aimed to perform tasks and works that are dangerous and hazardous in nature. This includes heavy construction works up to the defusing of bombs and charges which are definitely delicate and complicated. When these jobs are employed by human, a human life is at stake at every second he or she is exposed on the work. With the help of robotic technology, we can perform the same task with the same efficiency without putting the life of a human in danger. Thanks to technology. Genetic technologies and medical science also perform the same function. Advancement in genetic engineering and medical science had managed to provide its subjects an enhanced inner mechanism that can heal and resist diseases and abnormalities. Formally diseases and conditions that are beyond the control of humans are easily reached with the help of this technology. Again, thanks to technology. Advancement in artificial ‘procreation’ also assists humankind in a very great deal. Former couples that are biologically limited to bear child were given a chance to conceive an offspring. With the help of technologies developed today, a formerly dead genetic line can be resurrected to continue its existence on the world. Thanks to technology. When examined in a realist and factual perspective, technologies that we have today still coincides with its original goal that was conceived even in our primitive years and that is to help mankind. The fear in technology and its overtake of the dominion in earth was invented and exaggerated by some people that it managed to brought a great deal of inconsistencies and danger to our living. No one can deny the benefits of technology and to deny the use and development of technology will definitely deny the benefits of being human. From here, I am encouraging each one of my audience to be more vigilant in the ideas feed to us by the media especially on this topic. Let us examine each one of them in a framework that is unbiased and scientific for us to be able to make a right choice and decision. Thank you. With the rate that technology is constantly improving many questions the state of humans in the future when technology might possibly overtake human development. However, those who believe that the future is a place where humans will be enslaved by technology and man will no longer be enjoying the liberties now enjoyed might be in for a surprise because technology is currently designed to assist humans and improve the human quality of life. Humans and technology are set to become partners in the future because man created technology for his advancement and advantage, technology was designed to support human existence and technology was designed to improve life. The first programmable computer was invented in 1938 which was followed by the development of many other types of computers through the years. (ComputerHope) For many, this was the beginning of technology; but the fact remains that technology is the use of existing materials to improve or enhance the performance of a particular task. So based on this concept of technology, then such a concept existed as early as the time that man discovered the use of fire or when the Chinese first developed the wheel. Technology has been around for ages and for all of these instances its objective was to make the performance of a task easier. This means that the task performed is done by a human and the addition of technology simply makes the task performed by the said human much is easier to do. Technology was never intended to replace humans because it is there to exist side by side with its creator to assist in and to enhance the performance of a task. On this premise, it is easy to gather evidence that in fact, in the future, humans and technology are set to become partners to ensure the efficient and effective delivery of many things from services to products, and to the more mundane conveniences in life. One proof that humans and technology are most likely to become mutual partners in the future is the fact that technology is created for the advancement or advantage of man. Robotics is one of the aspects of technology that proves this particular point. There are suppositions that â€Å"the accelerating pace of technological change allows us to build machines like cyborgs (machine-enhanced humans like the Six Million Dollar Man), androids (human-robot hybrids like Data in Star Trek) and other combinations beyond what we can even imagine. (Carnett) These innovations in robotics are set to blur the distinction between man and machine, making man perform in ways that are beyond what one can conceive. With robotics man will be able to raise a two hundred pound weight as easily as a forklift. Mike Harden once commented that, â€Å"in robotics, I want to do it. It’s because Im a magically different person in robotics. † (2010) Such a comment simply shows how this kind of technology can improve even the way humans view themselves in the context of technology – that man is empowered by technology and technology exists merely as a means of improving what man is able to normally do. Robotics is the best evidence that technology simply exists to make tasks easier for humans. This fact is validated by current situations where â€Å"Robots already perform many [dangerous] functions, from making cars to defusing bombs or firing missiles. † (Singer and Sagan) These tasks can be lethal to humans and with the purpose of keeping humans away from risky situations, robots are utilized. Which brings the discussion to the second proof that in the future humans and technology are bound to become mutual partners – the technological purpose of human life support. Technology is designed to support human existence which is why it cannot be perceived as something that will ultimately destroy and/or cause the extinction of the human race. Medicine is the field of science where technology ultimately plays a role in supporting the existence of human life. For instance, â€Å"Dr. Howard W. Jones Jr. , the surgeon, along with his wife, Dr. Georgeanna Seegar Jones, helped to create the first test tube baby born in the United States† (Epstein) These scientists insist that human reproduction is not as efficient as it would first seem to be so technology needs to assist humans in the matter of procreation. (Epstein) This basically shows the purpose of such a controversial technological advancement as ‘in vitro fertilization’ is not to smite the laws of nature or to cause the extinction of the human race but on the contrary, to support such existence so that reproduction will be more efficient when compared to natural reproduction which can be affected by other, more risky influences and may result to abnormal conception or childbirth. Even scientists who are involved in such questionable technological advances like cloning accept and concede to the belief that even these kinds of scientific procedures are intended for the betterment of future generations, hence, Dr. Margaret McLean (2010) asserts that, â€Å"The question is not whether we ought to ban or applaud cloning but why would we choose to go forward and whether our choices bode well or ill for present and future children and our relationships with them. (Sterns) This basically shows how scientists themselves agree to the role of technology in terms of ensuring and supporting the existence of the human race. This particular belief is connected to how technology is able to improve and enhance the quality of life of human beings. From the ordinary toaster to the microwave oven to the more complex capabilities of the newest models of cellular phones intended for mobile communication, the future of technology is quite clear to be a future where humans will most likely live better lives because of how innovations can make life easier and more convenient. However, these are merely the superficial and tangible representations of such a future; other, more complex studies and more world-shattering innovations are on their way. One such innovation can be found in genetics. The most amazing developments in this field can be seen in the development of gene therapy and genetic engineering. â€Å"Gene therapy has very real potential for enhancing human health† (Adams) because it addresses the flaws in human genes and corrects these flaws thereby remedying whatever physical or physiological problems are caused by that particular damaged gene. Considering this capability of gene therapy, then it is not strange if one day a diabetic is able to eat as much sugar as he/she wants to or a hypertensive is able to smoke as much as he/she wants. These effects are the perceived effects of gene therapy where the gene that causes the illness or the ailment is corrected and reintroduced into the human body. Another implication of genetics is in agriculture where food can be genetically engineered resulting in bigger tomatoes, cholesterol-free swine, and eggs or nuts that do not have any allergens! Therefore, â€Å"Plant science and plant gene technology will be critical activities of the nation’s response to many challenges it faces in the coming decades† (AAS) These challenges include the resolution of hunger, the provision of healthier food alternatives, and the sustainability of food stores for all the people in the world. Obviously, as is illustrated in these examples, technology is set to make the lives of humans more convenient. The standard of living for humans will increase with technology taking headway into the future. This particular aspect of technology is hard evidence that in the future, technology will be a partner of human beings in making the world a better place to live in. The fallacy of machines dominating humans in the future and the development of super-intelligences that will overtake human intelligence is, at this point, science fiction, because as circumstances show, technology is doing nothing nowadays but assisting humans and making life easier. The image of humans being chained by robots and made to do their bidding or used as fodder for their cogs and screws is an image that will hopefully remain in literature as the future of technology is bright in the context of how it can assist humans and improve and enhance human life. Partnership means having mutual benefit not merely focusing on the benefits of one party and in the case of technology, the benefits are both ways. The future is when humans will get as much from technology as technology from humans because without humans, technology will remain static and will no longer move onward in development. Evidence shows that as technology moves further away from the discovery of fire and the modeling of the wheel humans are set to enjoy the future with technology as an indispensable partner. Recent advancements in various fields such as robotics, genetics, medicine, and other fields of science have showed that technology will most likely be a partner to humans in the future because technology serves to make human life more convenient, it exists to support human existence, and it is designed to improve the human quality of life. Technology, while seemingly threatening to some, is in fact moving toward a fruitful and productive partnership with the human race not far into the twentieth century.

The Education System In Palestine

The Education System In Palestine Developing education in Palestine is a unique experience, rich and full of challenges and obstacles. First, it is unique due to the fact that it is one of the few countries where the Ministry of Education was established from scratch. Rich because of the enthusiasm and inspiration of Palestinians to learn. It is a challenge because Palestine is not yet a state and is facing a daily conflict with the Israeli occupation (UNESCO, 2002). Since the beginning of the Aqsa Intifada in 2000 and until now, the suffering of the Palestinian education increased like other vital sectors in Palestine as a result of the ongoing and repeated Israeli aggression. In particular, the aggression affects the lives of Palestinian children, their lives, future and school. Hundreds of students were killed, arrested and injured by the occupation army, which demolished many schools and some were transformed to military barracks. Not only has the Israeli occupation authorities stopped to this limit, but they est ablished the Apartheid Wall, which increased the suffering of the educational family and prevented the access of teachers and students to school safely; thus, this forced them to travel long distances or wait for the Israelis to allow them to cross the gates that are set up on the wall (MOEHE, 2009). Background: As a result of the 1948 Mandate and the banishing of a lot of people from their houses, Palestinians sought for recompense in education in order to protect a satisfactory level of living (Fasheh, 1990; Hallij, 1980). As far as the Israeli Occupation inflated, Palestinians considered education as a mean to keep them away from the obliteration and the Israelis confiscation, and the possibility of being a weapon to contend with (Tahir, 1985; Hallij, 1980). Throughout the period between 1967 and 1994, the Israeli government was in charge for the education sector in the West Bank and Gaza. After the Palestinian Authority was established in 1994, enrolment of students into all schools reached over a million from 650,000. However, the Ministry of Education suffered in creating methods for planning, synchronization and budgeting whilst handling the situation with the students growth and the continual crisis of the Israeli occupation (Nicolai, 2007, p. 1). After the Oslo I Accord in 1994, the Palestinian Authority Ministry of Education was founded. According to the West Bank report of the Educational Sector Analysis published in 2006, in September 2000, it was the first time when the Palestinian national curriculum was launched in the Palestinian schools and particularly in the first till the sixth grades for which this curriculum replaced the Jordanian and Egyptian curricula used since the Israeli occupation in the West Bank and Gaza in 1967. Moreover, this curriculum created an advantage for Palestine as being the first Arabic country that teaches the English language in the first grade, as well as initiated and taught Information Technology as an obligatory material from the fifth till the twelve grade. Additionally, schools had elective subjects such as home economics, health and environment from the seventh grade till the tenth grade, and economics and management in the eleventh and twelve grades (Passia, 2008, p. 356). The education system endured from striking damages through that period; schools and universities were closed for a long time and even some universities closures extended to about four years, where Israelis obliged a big number of teachers to leave their jobs. Moreover, it was prohibited to reveal anything about the Palestinian history, culture, geography and inheritance neither in class nor in the situation, for which the Jordanian textbook were in the West Bank and the Egyptian textbooks were in Gaza at that time (Nicolai, 2007, p. 1). According to the World Bank report (2006a, p. 44), a total of 266 schools and 7,350 classrooms were built between 1995 and 2005. The MOEHE was directly accountable for the building of 118 new schools and 2,675 educational classrooms in order to decrease the schools double shifts. According to the PCBS, 41% of classes had 30 students or less in 2004/2005 and only 18% of classes had more than 40 students (ibid: p. 51). According to the MOEHE (2007/2008), the survey results indicated that there are 1,182,246 male and female students studying in kindergartens and schools including 710,287 students in the West Bank and 471,959 students in Gaza Strip; 592,389 males and 589,857 females. Moreover, there are 766,730 students in government schools, 253,116 students in UNRWA schools, 78,111 students in private schools and 84,289 children in kindergarten. There has been an obvious increase in the number of schools since the years 1994 and 2007. The total number of schools increased from 1,469 (1,080 governmental schools, 254 UNRWA, and 135 private) to 2,337 schools (1,775 governmental schools, 286 UNRWA, and 276 private) in the West Bank and Gaza during 1994/1995 and 2006/2007. The number of sections also increased during the same period. In 2007, the class sections in the Palestinian schools reached 31,963 (34% student rate per each section), 22,833 in Governmental schools (33.3% students), 6,188 in UNRWA s chools (40.9% students), and 2,942 in private schools (24.6% students) (MOEHE, 2007, p. 1). Due to the harsh and hard situation that the Palestinian people have been facing until recent years, yet, the drop out rate decreased since 1993/1994 (2.25%) until 2005/2006 (0.9%) in Palestinian schools, and 3.33% in governmental schools compared to 0.1% in governmental schools in the same years sequentially (ibid: p. 2). In 2000, while the MOEHE was attempting to endure the corrosion of the education system, the Aqsa Intifada began. This Intifada caused to increase the corrosion in the education system that the MOEHE was facing. Based on the World Bank report (2006a, p. 37), Palestinians are the most educated people in the Middle East and North Africa (MENA) area with 91% adult literacy rate. According to the MOEHE, in year 2007/2008, only 1,867 out of 2,415 schools were operating with one shift and the remaining 548 schools were operating with two shifts, including 67 schools in the West Bank and 481 in Gaza Strip (Passia, 2008, p. 359). Education Structure in Palestine: The education cycle is divided into 12 phases, starting from the first grade to the twelfth grade; the pre-school education provides educational services for children from the age of four up to the age of five, which is not yet a mandatory phase in the Palestinian educational system (World Bank, 2006a, p. 6). The common education system is divided into two phases. Phase one, the basic education that is covering grades from one to ten and is divided into preparation phase from grade one to four, and empowerment phase from grade five to ten. The second phase is the secondary education, which is not obligatory, that covers grades from eleven to twelve. These grades are alienated to literature, scientific, and vocational education, which included industrial, agricultural, commercial, hotel and home economics. In the West Bank and Gaza, there are fifteen industrial schools, as there are only three of them governmental (ibid: p. 9). According to the World Bank Report (2006b, p. 53), in 2004/2005, the total number of students attending schools and pre-schools was about over a million, 60% in the West Bank, 70% in governmental schools, 24% in UNRWA schools, and 6% in the private sector. As for teachers employment, governmental schools employed 66% of teachers, UNRWA 18% and the private sector 18%. However, the private sector is not investing adequate education and mostly vocational training due to the high expenditures and the slow profits anticipated from these projects. On the other hand, the private sector invests in nurseries and kindergartens (Fronk, Huntington and Chadwick, 1999). Schools Enrolment in Palestine: West Bank and Gaza accomplished high enrollment rate compared to other developing countries in the MENA region. According to the MOEHE (2005), during the period of 2005/2006, there are 383,748 students in the preparation stage; including 195,618 male and 188,130 female that are registered in schools in Palestine. A total of 62% of students (238,500 students) registered in governmental schools, 29% (109,419 students) in UNRWA schools and 9% (35,829 students) in private schools. As for the empowerment stage, a total of 569,873 students are registered in schools; including 296,247 male and 283,626 female. A total of 70% students (Among them, 398,672 students) are in governmental schools, 25% (145,133 students) in UNRWA schools, and 5% (26,068 students) private schools. Quality of Education in Palestine: According to Kellaghan and Greaney (2001, pp. 22-23), quality is the term relates to the adequacy or appropriateness of objects or processes for the purposes for which they were intended. Furthermore, quality implies a scale, and often implies standards. An object can be of good or poor quality, or it can meet, or fail to meet, a standard. There are many features of the system that would influence the educations quality; such as the schools building condition, teachers status, administration staff, teacher training, and the curriculum, for which any weakness in any of these indicator will affect the other indicators. Nonetheless, the outcome is the most important part, but what really matters is not the high enrollment rate, but the fact that if the students are obtaining the suitable knowledge, understanding and skills and are not dropping out of schools. To measure the quality of education in Palestine is not easy because of the major effect of the political situation on the education sector. Curfews, closures and all Israelis policies forced on the Palestinians affected the education sector mainly during Al-Aqsa intifada; students need to cope with all emergency situations, as well as for the teachers and schools administrators. Those aspects demoralize the educational quality. According to the MOEHE, about 43 schools were occupied and turned into Israeli military bases since the outbreak of the Al-Aqsa intifada (Nicolai, 2007, p. 2). According to the World Bank report (2006a, p. 4), developing countries regularly reach to a serious point after the attainment of high schools enrolment; but had to shift their concerns to the educational quality that might have been affected by the fast extension. The report also reconfirmed that the MOEHE has to shift their focus more on monitoring, evaluation and investing in human resources such as training teachers instead of their focus on construction and the provision of textbooks. Current Educational Situation in Palestine: Based on UNICEF (2010) statistics, there are 1,141,828 students in 2,611 schools from the first till the twelfth grade; 1,955 governmental schools, 325 UNRWA schools and 308 private sectors. Compared to the details demonstrated before, there is a clear change in number of students. According to the MOEHE, in governmental schools, there are 70% attendance, 22% in UNRWA and 8% in private sectors. Since the last elections in 2006, Gaza has been under siege and the needed construction material has been prevented to enter Gaza, which caused a problem of the increasing number of students leading to increasing the double shifts in schools. Double shifts reached 82% in governmental schools, 90% in UNRWA schools which lead schools to cut off the educational hours in order to observe the large numbers of students. In addition, the Ministry added that there is a high need to build new schools in the next five years in order to absorb the increasing number of students. Thus, its recommendation w as to build at least 100 UNRWA schools and 105 governmental schools. Nonetheless, obstacles hindering the movements of students to their schools havent got easier; they still suffer from long distances and are obliged to walk as high as 25 km to reach their schools in addition to paying a lot of money on a monthly basis (UNICEF, 2010, pp. 1-2) Conclusion: The problem of the education sector in Palestine is not easy; the complexity of the political situation is affecting this sector, the stages that the Palestinians went through and changing the responsible authority on the education sector since the British mandates left its finger prints on the current deterioration in the education sector. The problem of the schools crowdedness is not only due to the population growth but also due to the accumulated problems during the period 1967-1994; this freezing period in the education sector development affected deeply the quality of education in Palestine. Since the start of the MOEHE in 1994, the PA has only been trying to rebuild the education system through the expansion policy and constructing additional schools and classrooms. Yet the Israeli occupation is still hampering the education development through the closure policies. Previously and currently, the MOEHE is still facing many problems; such as, the continuous growth rate of students and the limited number of educational classrooms in addition to the unsuitable geographic distributions of schools site due to the Israelis imposed checkpoints, settlers road that increased throughout the second Intifada, and the segregation between Palestinian areas; as a result, students face the problem of crossing long distance to arrive at their schools. Moreover, governmental schools faced a main problem of the small sizes educational classrooms in the West Bank.

Who Has Seen The Wind - The Godlessness Of Formal Religions :: essays research papers

The essence of God isn't found in today's formal religions. It is evident throughout the novel Who Has Seen the Wind that author W.O. Mitchell intrinsically believes and wishes to convey this message. He states that the prairie is nature in it's simplest form, complete onto itself, and that the religious structure of today's "God" is simply made up by people to ease their pain and fears. Underlying everything is the sense that we as human beings don't really know where we're going, or for that matter, where we're coming from, in our search for God and the truth. W.O. Mitchell sees the prairies as the basic fundamental unit of nature. "Here was the least common denominator of nature, the skeleton requirements simply, of land and sky- Saskatchewan prairie" (WHSTW, p3) One might assume that this implies that God doesn't exist; That somehow, since the prairie is already complete, God is effectively out of the picture. Not the case! Rather, this implies, perhaps subtly, that God exists incorporated into nature itself, living with it, and not as the heavenly arbitrator he is supposed, by modern religion, to be. This is perhaps the most important message we are shown in the book. God is real, lives in real things, and, as we will see, is not bound by the finicky limitations and expectations of human beings. It is apparent that there is a definite message we are willed to decipher when we come across Brian creating his own "gods" on paper. This act is symbolic of the childish way in which we've created our own religious conventions and beliefs. Brian feels sad and lonely, so he solves the problem by copying what he sees as religion's solution: Brian was wishing that Forbsie didn't have the mumps†¦ He didn't want to draw men, he wanted to ride a vacuum cleaner up into the sky where it was blue†¦ on the paper he made blue with his crayon. And God was there. (WHSTW, p31) Brian, being a child, is impervious to the horrible sin of blaspheme. This, in conjunction with his natural curiosity, allows him to take religion at face value exposing it to the readers for the hollow shell it is: Not as a means to God, but a means to solving personal problems of loneliness and fulfilling dreams. This "confusion" on Brian's part is used by W.O. Mitchell to show insight into the falseness of religion as a means to God.

Graduation Speech :: Graduation Speech, Commencement Address

The great big orange doors. The doors that we have grown so fond of during our four-year stay at Tropics High School -- the cafeteria doors. In an attempt to get to the Commons a split second faster than the person next to you, how many times have you opened those orange doors so hard and fast that you've gone BAM! and heard a response of a groan ... OW! Then in reaction to the yelp, you turn to see a boy with a freshly swollen red spot right in the middle of his forehead. "Sorry," you say with a cheesy grin and you skidaddle away as fast as you possibly can. You never see this boy ever again, except in the most random places and though you don't know his name, you'll always remember to never open the big orange door so fast and so hard ever again. As insignificant as he was in your life, he has taught you a lesson. Or how about the time at your first pep assembly when everyone around you is on their feet screaming at the top of their lungs to "Go Fight Win" and you, a timid, shy freshman, sat awkwardly not knowing what to do. Deep inside, you know you want to get up and be peppy, but a great fear of looking like a total loser prevents you from doing so. However, as you looked around and saw the spirit of the crowd, the pride in their eyes, and the energy pumping through the entire gymnasium and you thought to yourself, "What the heck!?!" Then you got up and cheered like the rest of your fellow classmates. Every person in that gym showing his or her Royal spirit influenced you to get involved. Because of that single decision, maybe later in your high school career you decided to become a cheerleader or even to help rally up the students at another pep assembly. Everything happens for a reason. And everyone that comes into your life, even the most random people who you thought were nothing more than just random people are there for a reason. They are there to serve some sort of a purpose, to teach you a lesson, or to help you figure out who you are or who you want to become. You never know who these people may be, possibly the closest person in your life or even a complete stranger, but when you lock eyes with them, you know at that very moment they will affect your life in some profound way.

Inner Happiness in Hemingways The Old Man and the Sea Essay

Inner Happiness in Hemingway's The Old Man and the Sea  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   Hemingway's view of human nature was that happiness was rare and was found within a man and not in his outside circumstances or surroundings.   Hemingway illustrates this in three ways.   First, he portrays the human nature of Santiago, the main character, as being one of humility and compassion, full of strength and pride.   He is shown not as a gleefully happy man, but one who meets life with a serene, quiet resilience.   Second, Santiago's fellow villagers are shown as shallow and materialistic, with a narrow view of life compared to his.   Their focus on appearances is in sharp contrast to Santiago's focus on intrinsic values.   Third, it will be shown that his rare brand of happiness comes from within.    Poignant circumstances surrounded the composition of this novel, which bring out many of the above points. It is widely recognized that Hemingway was possessed of a turbulent personality and suffered from emotional depression.   This was despite the fact that he enjoyed much critical acclaim.   The Old Man and the Sea was written after a ten-year hiatus of public and critical approval. This period saw much of his work receive negative criticism in literary and journalistic circles.   This affected Hemingway adversely and very deeply (Carey 9).   Therefore, Hemingway's personal battle with seeming failure in his life's work and society's attendant criticism parallel Santiago's stoic resolve in the face of his neighbors' disdain.   The author's struggles symbolically match those of Santiago and set the stage for the writing of this novel.    The acclaim generated by this book was due largely to the author's   " complex knotting of spiritual and phys... ... Gardiner, Patrick. Schopenhauer. Middlesex, England: Penguin , 1963.   Hemingway, Ernest. The Old Man and the Sea. New York: Simon and Schuster, 1995. Hutchins, Robert Maynard, ed. Great Books of the Western World. 54 vols. Chicago: Encyclopaedia Britannica, 1952. Vol. 1.   Plato. The Dialogues of Plato. Trans. Benjamin Jowett. Great Books of the Western World. 54 vols. Chicago:Encyclopaedia Britannica 1952. Vol. 7. Schopenhauer, Arthur. Counsels and Maxims. Trans. T. Bailey Saunders. Amherst, New York:Prometheus Books, 1995.     - - -.   On the Basis of Morality. Trans. E.F.J. Payne. Indianapolis: Bobbs-Merrill.   1965.     - - -. The Wisdom of Life. Trans. T. Bailey Saunders. Amherst, New York: Prometheus Books, 1995.   Waggonner, Eric. "Inside the Current: A Taoist Reading of The Old Man and the Sea" Hemingway Review Spring 1998.     

Perception on the Nursing Profession and Career Choice of High School Students Essay

According to Wieck (2006), the nursing workforce seems to be at an exciting crossroad of change, both in recruiting and in curriculum. The environment of healthcare has changed and so has nursing, resulting in students asking, â€Å"What is nursing?† This question creates a challenge for nurse educators. In order to attract and retain bright, capable students in nursing, there must be changes in the nursing curriculum to provide and assure accurate and definitive perceptions of nursing. Factors which currently contribute to students’ perceptions of nursing must be identified in order to establish and provide students with the career making skills necessary in choosing a nursing career, find job satisfaction following graduation, and remain in nursing as a career. Peterson (2006) stated that historically, nurses have been predominantly females who were easily recognized by a white hat and uniform making the professional and the profession more visible. Today, white uniforms and hats have been replaced by vivid colored scrub suits worn by both male and female nurses. Students’ perceptions of nursing are based on visual images that are often limited to bedside care and drug administration instead of that of a highly skilled and well-educated nursing professional with an important role to play in healthcare. Foskett and Hensley-Brown (2008) suggests that students’ career perceptions are highly individual, and are the product of contracted images of jobs they see for themselves, derived images from media, and delegated images from parents and friends. The U.S. Department of Labor, Bureau of Labor Statistics (2000) lists nursing as one of the top 40 growth jobs for the next ten years. But looking in today’s scenario, the number of students applying to baccalaureate nursing programs across the nation is decreasing. In the Philippines, according to CHED Executive Director Julito Vitriolo (2010), nursing is considered one of the country’s oversubscribed courses – programs that have continually rising enrolment rates in the face of dwindling job vacancies, leading to an oversupply of graduates. With the study, the researchers would like to know view of high school graduating students regarding nursing profession and their career choice in college, whether to take up nursing or not. As reflected in today’s reality, many notice that there is a continuous decline in students taking up nursing course and being taken by some to be their future job but not as a profession as it should be. The researchers hope that this study will help schools on how they will intervene with the nursing curriculum being offered. Statement of the Problem This study aimed to determine the perception of high school students on the nursing profession and their career choice. Specifically, this study answered the following questions: 1. What is the profile of the 4th Year high school students in terms of: 1.1 Sex 1.2 Family’s Monthly Income 2. What is the career choice of high school students? 2.1 Courses in the College of Commerce 2.2 Courses in the College of Aviation 2.3 College of Criminology 2.4 College of Theology 2.5 College of Law 2.6 Courses in the College of Science 2.7 Courses in the College of Engineering 2.8 Courses in the College of Medicine and Health Care 2.9 Courses in the College of Arts 2.10 Courses in the College of Computer Studies 2.11 Courses in the College of Education 2.12 Courses in the College of Architecture and Fine Arts 3. What are the reasons of 4th year high school students in their preferred courses? 4. What are the perceptions of 4th year high school students on the nursing profession? Theoretical Framework People have a way of seeing the world and interpreting what is experienced. When encountering new knowledge or an experience that cannot be integrated comfortably with current ways of seeing the world, one has a choice of rejecting the new information or revising previous views. Mezirow calls this â€Å"transformative learning†, which can be done by reading or hearing something new, taking a course, or by having a discussion with friends or colleagues. Transformative learning involves changing one’s perspective. Mezirow also uses the term â€Å"meaning perspective† to describe how one sees the world. One expects to see things a certain way because of past experiences. This frame of reference or perspective stems from the way an individual grew up, one’s culture, and knowledge that has been acquired. Mezirow describes meaning perspectives as values of culture that have been accepted without question (i.e. because one grew up with it). For example, nursing is commonly perceived as a female profession. The opportunity to influence students’ perspectives about nursing can influence whether accurate perceptions are used in making a career decision about nursing. Transformative learning about nursing can satisfy certain needs that many students may have in order to make a more informed career decision regarding nursing. Students’ meaning perspectives about nursing that are outdated or inaccurate and not redirected by providing transformative learning, can affect students’ interests in nursing. Frank Parsons’ Trait-and Factor theory maintained that an individual would be best satisfied with a career that was matched with the characteristics of the individual. Parsons wrote the first book on career decision-making early in the twentieth century entitled Choosing a Vocation. His conceptual framework for helping an individual select a career one liked and that matched one’s abilities provides a systematic plan for career guidance. Shadowing, volunteer experiences, and academia about nursing can provide a conceptual framework for prenursing students that will allow them to determine if nursing is a satisfying career choice and matches their strongest personal skills. Ginsburg, Ginsburg, Axelrod, and Herma developed the first approach of career development from individual developmental stages. These researchers viewed career choice as a life-long developmental process and cited three stages categorized by characteristics within age groups. First, fantasy period of childhood before age 11, purely a play orientation early in the stage, becoming more work-oriented near the end of the stage. Second, tentative period of early adolescence, ages 11-17, a period of gradual recognition of work requirements, interests, abilities, work reward, values, and time perspectives. Third, realistic period involves adolescents, age 17 to young adult. Within this age, individuals integrate capacities and interests, further develop values, specify occupational choice, and crystallize occupational patterns. The Realistic Period is the age group and period of the typical prenursing student. Ginsberg theorized that as career decisions were made during this period, other careers were no longer potential choices. Although this was later proven to be false, Ginsberg continued to stress earlier choices in the career decision-making process. Conceptual Framework Figure 1. Perception on Nursing Profession and Career Choice of Fouth Year High School Students The figure on the next page shows the profile of fourth year high school students namely sex, and family income. Each respondent would be asked to specify their gender and how much their family earns every month. The study would gather the courses preferred by fourth year high school students through a variety of courses list given by the researchers. The study would tackle the reasons behind the choice of course made by the students. The study would also tackle the number of students who have chosen nursing as a course for college, and the reasons for such preference for nursing. Lastly, the study will show how fourth year high school students view nursing as a profession regardless of their course preferences. Assumptions of the Study This part of the study aims to shows the perceived possible cause-and- effect relationship to simplify a complex analysis. Female Fouth Year high school students choose nursing as their course in college than male 4th year high students. Fouth Year high school students from high earner families choose nursing as a course than 4th year high school students from low earner families. Fouth Year high school students who have relatives or family members who are in the medical field tend to enroll in the nursing curriculum than 4th year high school students who have no relatives or family members in the medical field. Fouth Year high school students who have friends enrolling in the nursing curriculum follow the same course than students without friends enrolling in the nursing curriculum. Significance of the Study This part of the study aims to show where it is relevant and useful. It provides insight to the following institutions and individuals which will serves as benefactors of this study. Parents. The study will provide better understanding of the students’ perception on choosing a career, thus, parents can help their children in the hardest decision in choosing a career that would suit them. It will make them be aware with the perceptions of students about nursing as a profession and a life career. Nursing Schools. Determining students’ perceptions about nursing would provide Nursing Schools with a basis for curriculum development. Identifying these perceptions can lead to academic standards and healthcare experiences that could prove crucial to meeting students’ individual career development needs both now and in the future. Graduate Nurses/Registered Nurses. This research is also important because it could provide information related to current perceptions about the nursing profession that experienced nurses could address as they mentor students. Students who wish to enrolled in nursing need to have nurse role models that present positive and accurate characteristics about nursing, as well as the negative aspects of the profession. Knowledge of both types of factors can provide students the necessary skills to formulate quality perceptions for career decision making. Nurses in the Academe. The result of this research can serve as a tool for nurse educators in developing a challenging curriculum preparing nursing students to integrate seriously the career into their life. The result can also serve to be a basis for an improve way of education and promotion of nursing profession to the young generation. Future Researchers. For researchers who want to pursue the study, it will be a great contribution in taking up steps to find further answers and knowledge on the perceptions of students and the relevance of nursing as a profession. Furthermore, the study can be a guide to know an increase or a decline on the number of nursing enrollees for the future Scope and Limitation This research study was conducted on Fouth Year high school students. This research is limited only to the first section of graduating high school students that enrolled for the school year 2013-2014 at Notre Dame of Marbel University – Integrated Basic Education Department, Notre Dame of Sienna School of Marbel, and Koronadal National Comprehensive High School located in the City of Koronadal, South Cotabato. Definition of Terms This part of the study provides meaning of terms being used by the researchers to support the understanding of the readers. Perception on the Nursing Profession. This term refers to a mental image of a person to the nursing profession. Perception is a subjective mater affected by different factors that vary from person to person. A person perceives nursing profession based on his observations in his day-to-day living in the society. Nursing Profession. It is a kind of career that gives an opportunity in rendering care and service to others. People who are in this profession are persons who has knowledge and skills in promoting health and wellness among individuals, families and communities he or she cared for. Career. The occupation in which a person does for a period of time. This is an occupation which a person has the opportunity to progress and it is regarded as a long-term or lifelong activity Career choice. A decision made by an individual to choose a field to specialize in for progression of jobs. A decision to attain career goals set by an individual. College. This term describes an institution of higher learning that offers tertiary level of education and awards bachelor’s and sometimes master’s degrees. College offers courses of different fields for undergraduates to specialize in. Chapter II REVIEW OF RELATED LITERATURE This section presented a review of related literature based from different sources such as from previous studies that supported the reliability of the study. Historical Perspective of Nursing Since Florence Nightingale’s pioneering work, only five generations of nurses have set their footprints in history. In that short time, nursing has grown enormously in knowledge, skill, prestige, and value. Nursing needs to be recognized as a member of the scientific discipline that can make valuable contributions to healthcare (Mundinger, 2000). America witnessed nursing first in the 20th century in home visiting and community-based care. Then, during World War II nurses cared for patients on the European front and ran hospitals in the United States while physicians were at war. Nurses were entrepreneurs for soup kitchens for the poor, directed individual and family counseling on dietetics and school health stations, and provided most community-based care with physicians seeing only the critically ill. Nurses shed their uniforms for coveralls in the war and worked with their medical colleagues in the indistinguishable teamwork of saving lives, only to return after the war to resume their prewar status (Mundinger, 2000). Associate degree (AD) hospital based nursing programs, which had been the education and clinical training centers for nurses and supplied its nursing workforce, began to decline. Baccalaureate nursing programs, which offered a bachelor of science in nursing (BSN) in addition to preparation for RN licensure became the focus for nursing education. The BSN degree began its ascendancy with emphasis on public health and leadership training, which resulted in advancing the BSN nurse as the hospital head nurse (Mundinger, 2000). Today NPs work in institutions and in private practice as clinical specialists where they see patients over an extended time period and across many settings and accountability in advanced nursing practice is growing. These advancements have fostered nurses with authoritative and complementary roles in team care with physicians (Mundinger, 2000). The valuable background of professional development of nursing is influenced by need, biomedical knowledge, and the economic and financial structure of the nation and its health care system. Among nursing’s greatest contributions are primarily counseling, teaching, disease prevention, and health promotion, which are much less riveting to the public than elegant technology and life-and-death medical situations that are often associated with the physician (Mundinger, 2000). Thus, nursing has struggled for recognition and independence as well as opportunity while often overshadowed by its partner, medicine. Mundinger further said that nursing has proven that it can advance its future by educational preparation, securing public recognition and access through research, and by developing a structure in the nation’s healthcare system that uses nursing services in a protected and focused way. Instead of preparing students for a specific job, literature suggests that nurse educators are equipped with knowledge, skills, and experiences that will allow them flexibility and an opportunity to advance throughout their careers (Moore, 2000). Key words to look for in nursing will be Advanced Nursing Practice (APN), Clinical Nurse Specialist (CNS), Nurse Practitioner (NP), and Nursing Role (Lynch, 2000). Image of Nursing Career images of nursing can be shaped by a number of influences. Data by researchers in a South Hampton, United Kingdom study involving secondary and college age students, confirmed the importance of career images and perceptions in shaping the career choices of individual students (Foskett and Hemsley-Brown, 2000). The word â€Å"perception† is defined as the â€Å"ability to perceive and the result of perceiving, to realize or become aware of something through the senses, an impression accompanied by an understanding of what it is† (Webster, 2000). Foskett and Hemsley-Brown (2000) state that gender images influence perceptions of nursing. Historically, nursing has been an occupation of women, as seen in all female nursing management, staffing, teaching, discipline, and organization. In fact, males under 10 years of age included in this study did not take the question about males in nursing seriously. The 17-year old males, however, were more conscious of being politically correct but still referred to the stereotypically feminine personality characteristics needed to be a nurse (i.e., patient, nice, caring). Additional data indicate that young men are unlikely to make a decision to enter nursing before age 21. College age males felt that male masculinity would be doubted if men chose a nursing career. Interestingly, the focus of a career as a physician centered around intellectual potential, whereas nursing focused around personality traits (Marshland, 2000). This could indicate a significance of role models and mentors as key factors influencing a student’s image of nursing. Students’ focus on the roles and tasks of nursing showed that younger students in the Foskett and Hemsley-Brown (2000) study saw nursing as very task oriented (i.e., related to visible tasks of patient care at the bedside). A greater percentage of older students appeared to perceive nursing as carrying out orders without responsibility, status, or authority. Foskett and Hemsley-Brown (2000) suggest that images of career progression and security are very important factors to students in formulating career perceptions. For example, most students in the research chose jobs they believed to offer greater career opportunities than nursing. These students chose jobs which were difficult to enter or highly selective, such as sports and acting. Understanding why students choose or reject a nursing career is relevant in designing a recruiting program for students. Nurse educators face the challenge of providing students with a variety of informative factors about nursing, which are important to students in career decision-making. Students are currently formulating career decisions from a variety of sources that do not include nurses; therefore, students may have vague, distorted, or inaccurate images of nursing that result in disillusioned career choices. A review of literature suggests that increasing numbers of students are making career decisions related to nursing based on a limited range of informational factors and deficient career making skills. The following data define how students presently view the nursing profession, at what age they begin to make decisions related to nursing, and some identified factors influencing students’ images of nursing. According to Kerstern, Barkwell, and Meyers’ (2001) students chose nursing related to five categories of reasons. In order of frequency students’ reasons stemmed from a desire to nurture, meet emotional needs, employment opportunities, financial opportunities, and interest in science/disease. Stevens and Walker (2003) reported the most frequent reason for collegebound students to choose nursing was the desire to help people, followed by wanting to do important work and the desire to work with all kinds of people. Kelly, Shoemaker, and Steele (2006) examined the motivational factors for males choosing a career in the predominantly female dominated field. The results revealed that the choice of a career in nursing was influenced by the following: job security/availability; desire to help people, professional autonomy, and previous contact with the healthcare system (i.e. volunteering, working, family member, etc.), and family support. The foregoing studies revealed that most male and female students’ primary interest in nursing was not linked to cognitive understanding of nursing, but on emotional desires, such as helping people and the desire to nurture. In the three studies cited in examining students’ interests in nursing, at least two of the studies showed significant interest in each of the remaining areas. Students’ knowledge base of educational programs for nursing, nursing licensure, professional opportunities, or professional responsibilities were not indicated. (Foskett and Hemsley-Brown, 2000) Beck (2000) suggests that nurse educators need to use creative strategies and programs in career education to attract more applicants, and that first-hand knowledge of why students choose nursing as a career is basic and necessary. Three new pieces of important information on students’ reasons for choosing a nursing career that emerged through Beck’s study in the year 2000 were the powerful effect of observing nurses in action, feeling as though something was missing from their original career choice, and not gaining acceptance into medical school. Although Beck’s study cannot be broadly generalized, it does have implications for nurse educators. It confirmed a repetitive pattern among students entering nursing as a career, namely a strong desire to help people and to experience an idealized â€Å"one to one† relationship with patients. A student’s perception that the nursing profession reaps benefits for both patient and nurse are not always matched with the realities of today’s healthcare delivery. Consistently, a student’s strongest perception about nursing is that of a nurse’s one to one relationship with patients, which in today’s managed healthcare system is not a reality. One implication in general for nursing educators was that of not setting up students for disillusionment. Changes in nursing practice need to be made clear to students. Curriculum must be implemented to help students and new graduates adjust to realities of today’s healthcare. Importantly, students must still be able to realize satisfaction and pleasure in the career they have perceived as one of caring for others. Otherwise, students are more likely to drop out of nursing programs or leave the profession after entering the workforce. (Author) Why are students overlooking careers in nursing? The Journal of Vocational Education and Training (Foskett and Hemsley-Brown, 2000) sought to develop an understanding of how students perceive nursing as a career at various stages in their education, and how these perceptions affect students’ interests in nursing. The study indicates that decisions about jobs are being made at an early age and that by late elementary school students have often rejected jobs on the basis of perceptions. Thus, it is important to provide career information and experience for well-defined perceptions about nursing that can be developed for greater career decision-making skills. On many campuses, curriculum-based community â€Å"service learning,† as it is most frequently referred to rather than traditional co-curricular volunteerism, represents a real growth area to enhance career-making skills (Fisher, 2006). Bringle and Hatcher (2006) define service learning as a credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs. Students reflect on the service to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. Overall, the data revealed that young people have a very limited and out-dated understanding of career progression of nursing and were unaware of changes in nurse education and training. Nurse educators have a responsibility not to set up students for disillusionment but instead to identify prenursing students’ perceptions about nursing, help them to formulate accurate perceptions of nursing, and to adequately prepare them to succeed in nursing education and the nursing workforce. Impending Nursing Shortage Nursing programs everywhere are using inventive tactics of tuition reimbursement, financial aid, high school â€Å"shadowing† programs, and opening doors to immigrant and minority students in order to attract the volume of students needed to provide the nursing workforce to care for the future population. Declining enrollment in baccalaureate nursing programs, an aging nursing workforce, the majority of nurse educators nearing retirement, and the current environment of healthcare are key factors underlying the current nursing shortage. (Benjamin, 2000) Although recruitment incentives are being offered, little is being done to influence a prenursing student’s image of nursing, career making skills, or factors that negatively affect students’ images of nursing. Sound images of nursing and more informed dimensional career opportunities in nursing could provide students significant skills for more informed career decisions. Developing improved career-making skills allows prenursing opportunities to explore career/job satisfaction in nursing. Locke (2009) states, â€Å"Job satisfaction is the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating the achievement of one’s job values.† Job satisfaction and dissatisfaction are functions perceived by what we want and what we obtain. Periodic assessments are needed periodically to determine the changes of students’ desire and need in a career. Locke says students who make more informed career decisions tend to find greater satisfaction in a chosen career. Therefore, students who choose a nursing career based on a more informed career decision should find greater career satisfaction as a nurse. Although the U.S. Department of Labor, Bureau of Labor Statistics (2000) predicts a significant 21 percent job growth rate among RNs by 2006, the largest among all professions, fewer students are choosing careers in nursing. The American Association of Colleges of Nursing Media Relations (2000) states that with the steady decline of enrollment in baccalaureate nursing programs, the need to attract nursing students appears imperative. The Bureau of Health Professions, Division of Nursing (U.S. Department of Health and Human Services, 2000a), estimates that by 2010 the country will need 1.4 million RNs with a BSN, but will have only 635,000. Of the 532,000 nursing positions requiring a master’s degree or Ph.D., only 250,000 nurses will actually be available to fill the demand. Literature reflects the aging of the current nursing workforce, indicating the average age of RNs to be 44.3 years, with those under age 30 representing only 10 percent (Peterson, 2001). Alarmingly, one-third of these young nurses indicated that they plan to leave the nursing profession within the next year (Hagan, 2001). Most nurse educators are nearing retirement with an average age of 55.5 years. This will affect the future of nursing education and the supply of students to fill nursing vacancies according to the National Sample Survey of Registered Nurses Preliminary Findings (U.S. Department of Health Services, 2000a; Department of Labor, Bureau of Labor Statistics, 2000). Conversely, changes in financing and organization of healthcare delivery resulted in a decreased demand for nursing services through the 1990s. In addition, forced deteriorations in quality healthcare resulting from constant cutbacks have made it difficult for frustrated nurses to encourage students to become nurses (Peterson, 2001). The projected intersection of supply and demand to the current shortage of nursing is estimated to be 2010, when the supply of RNs will no longer exceed the need. The future supply and demand of RNs will show a widening gap unless measures are taken to attract students into nursing, reduce attrition rates, and retain nursing graduates (Peterson, 2001) Virtually everyone has been in contact with and experienced the importance of having a nurse care for them during one’s lifetime. Dicey Smith, MSN RN, an expert in the field says, â€Å"Nursing is the only profession I know that allows one to impact the lives of others from birth to the grave (Smith, 2001).† It is often referred to as the â€Å"heart and soul† of health care (Harris, 2000). Studies prompted by Congressional involvement showed a strong and consistent relationship between nurse staffing and important patient outcomes in acute care hospitals inpatient units (Needleman, 2001). The results of these studies indicated that patients cared for by a higher RN share of total staffing had a reduction in secondary infections and length of stay in hospital. Also, careful monitoring of in-home technology by nurses showed improved clinical outcomes (Compher, 2001). A number of related factors provide useful guidelines to indicate the increasing need for RNs. Study results indicate that older Americans compose a greater segment of the U.S. population than ever before. The U. S. Census Bureau (1995) and the U.S. Government Census (2000) report that since 1990, the percentage of Americans aged 65 and older has tripled, and the elderly population itself is getting older. Americans 85 and older, representing 4.0 million individuals, is 33 times larger. According to the Programs and Initiatives for Aging (U.S. Department of Health and Human Services, 2000b), one out of every six Americans, a total of over 89 million, will live to be 100 years old in the next 30 years (Peterson, 2001). An adequate nursing force will be needed to care for this aging population of â€Å"baby boomers,† who are living longer and healthier lives and are expected to live well into their 80s and 90s. Nurses oversee patient care in the community; provide primary care in a variety of non-acute settings, and highly technical care with acutely ill patients requiring hospitalization. Nurses are among a few health professionals responsible to their patients and profession to validate the safety and efficacy of healthcare practice. Over 50 million people a year are hospitalized, and because of the central role nurses plays in hospitals and nursing homes across the nation, the nursing shortage is everyone’s problem (Nursing World, 2000; Nevidjon and Erickson, 2001). Importance of Informed Career Decision-Making Studs Turkel stated, â€Å"A career is about daily meaning as well as daily bread. For recognition as well as cash, for astonishment rather than torpor; in short for a sort of life rather than Monday through Friday sort of dying. We have a right to ask about work that includes its meaning, recognition and astonishment, and life† (Byars, 2006). Many prenursing students are uncertain about what career opportunities nursing will offer them, and some have misconceptions about what a nurse actually does. Some students have just never considered nursing. Could informed career decision-making influence recruitment of students into nursing, lower attrition rates, and help retain nursing graduates in the workforce? Career development is a lifelong process, which incorporates education, occupational training, and work, as well as one’s social and leisure life (Zunker, 2000). Today, the changes in the work-world and new definitions of what a career is are challenging us to make sense of our careers and reassess their meaning in our lives. Traditional job definitions are vaporizing, and it is never too early to begin preparing for a life-long career (Alaniz, 20001). Career guidance and counseling are components of a total career education program. Students need to understand themselves in order to explore and plan a career. The School-To-Work Opportunities Act of 1994 states the strong need for career education and development programs for all students in order to provide students with information sharing, outreach, communication, career education, labor market information, job placement, work experience programs, counseling and assessment, and public relations (Cunanan, et. al, 2000). Developing accurate perceptions about the career in which a student is interested is one key to informed career decision-making. Recruiting students into nursing can begin with younger students as they formulate career goals and look to mentors as role models in careers they identify with. â€Å"Eyes to the Future† is an online multi-age magazine targeting middle school girls interested in math and science. It reaches them at an age when they are thinking about which career path they might take for the future. It also links middle school girls with high school girls interested in math and sciences who can be mentors and help the former make wise career choices (Little, 2000). The curriculum for an Introduction to orientation to nursing course could include placing prenursing students as mentors for younger students whose images of nursing are gradually increasing. A greater number of students may choose careers in nursing if provided with better decision-making skills and positive perceptions at a younger age, before negative images of nursing are shaped. There are many challenges for nursing to develop programs to interest students in nursing. Primary Care Resource Initiative for Missouri (PRIMO) is an example of a career development program designed to remedy the shortage of nurses by placing students in grades 7-12 in summer â€Å"shadowing† health-related professional programs. PRIMO serves as a successful career decision-making tool for students interested in health careers, and encourages students in high school through post-graduation education to remain and practice in Missouri (Northeast Missouri Area Health Education Center, 2000). Some nursing programs encourage or require a volunteer or â€Å"shadowing† experience for admission. This experience helps students to see firsthand what a career in nursing has to offer (Benjamin, 2000). A introduction to Nursing course that is designed to acquaint students with professional nursing could provide students further opportunities to explore the academia of nursing, as well as clinical images, before a career choice is made. If bright, capable students are uncertain or have not made a decision about a career, the orientation class may provide them with insight into an excellent and promising career of nursing. Foskett and Hemsley-Brown’s study (2000) indicates that the main reason individuals desire to become a nurse is helping people. Indifference is the main reason for not wanting to enter nursing; therefore, many students had not rejected a nursing career but instead had not given it any consideration. Identifying students’ perceptions about nursing academia can indicate to nurse educators, advisors, and recruiters whether or not students’ perceptions are based on accurate information from professional sources. Also, by linking students’ images of clinical nursing in the setting with facts, nurse professionals can help students to develop accurate perceptions, which can determine career goals now and in the future. To provide an adequate nursing workforce and to replace waning numbers of nurse educators, it is important to understand factors contributing to students’ current career decision-making skills (Beck, 2000). This researcher’s findings could provide data to professional nurses related to current student expectations about the nurse workforce. Recently, career opportunities for women have escalated and the mostly female dominated profession of nursing is facing stiff competition in career choice alternatives. Schools of nursing, nurse advisors/recruiters, and nurse mentors could utilize information related to current student perceptions of nursing in understanding what students are looking for in making career choices. Prenursing students could make more informed career decisions about a career in nursing if their perceptions were clearly understood by professionals and those who educate nursing’s future practitioners. (Marshland, 2000) Little research has been done to determine prenursing students’ academic and clinical perceptions regarding nursing. It is the researcher’s intent to determine what these students’ perceptions are, and to identify any factors that may have influenced their development. Data collected can then be used by nurse educators to develop a curriculum that will address student’s needs, which may affect recruitment and/or retention of prenursing students. Identifying images that may affect the perceptions of nursing can also provide data for improving or developing a new curriculum in career education for prenursing students. Questions that can be targeted in an Introduction to Nursing course may include: What are the reasons students are not choosing a nursing career, what are students’ perceptions of a professional nurse, or what can one do with a degree in nursing, and can students be recruited into the nursing profession through career education/development? These questions need to be answered in order to address the current shortage of baccalaureate nursing students in our universities and in the nursing workforce. (Hinshaw, 2001) Teenagers see nursing as working irregular shifts, taking orders from doctors, and bedside care probably forever (Sherrod, 2001). Many students still see nursing and think of bedpans and needles. Although this certainly can be part of nursing care, the role of the registered nurse today is a team coordinator of healthcare providers assuring quality care for all patients (Corcoran, 2001). Alaniz (2000) says that nursing students will need to possess the qualities: motivator, savvy, and team player. They will need to speak several languages and understand the cultures from which those languages come; master the Internet and know how to navigate its sea of information to find the precise data needed; feel at ease with all of the latest medical technology; be knowledgeable of all medical insurance policies and legal and ethical codes (state and federal) related to healthcare; and understand the human 32 psyche. Nurses must also be excellent communicators and maintain clear communication with all colleagues, doctors, and patients defusing all interpersonal conflicts in a flash. The nurse of the future must anticipate healthcare trends years away and train for them now. A nurse will marry and raise a family, coach children’s sports teams, care for aging parents, and finish graduate degrees while completing research. If that is not enough, they will be on the cutting edge in telemedicine and consulting on several committees and boards. The nursing profession and America must be sensitive to the needs of providing career development to students and adults, formulating well-defined perceptions about professional nursing in the 21st century. In the study conducted by Rasmussen (2001), he mentioned that high school students of today want some adventure in their lives and some travel in their careers as cited by Diane Mancino, Ed.D. RN, executive director of the National Student Nurses Association (NSNA). The NSNA has recently produced a youth recruitment video, â€Å"Nursing: The Ultimate Adventure,† targeting youth at the high school level in promoting modern images of nursing. The video creates a sense of excitement about the field and discusses the emotional effect a nurse can have on patients. It shows interviews with students who want to go into nursing, and new images of career opportunities in nursing such as, research, the pharmaceutical industry, technology, and law, and the ability to make autonomous decisions on a moment-to moment basis in healthcare delivery. Byars (2000) says that exploring careers is essential for youth to understand the world of work, but it must also include career education that will inform youth of challenges of adult life. Reaching one’s career goals does not guarantee happiness, success, and personal fulfillment. Synthesis of the Review of Related Literature As times goes on, Nursing as a profession must need to recognized as one of the important professions aligned with scientific discipline that always make valuable contributions to the society. In early times, nurses were already known as individuals who gave care to the sick and they were the assistants of physicians in treating those ill and sick persons. Today, in these modern times, nurses work in institutions and in private practice as clinical specialists where they see patients over an extended time period and across many settings and accountability in advanced nursing practice is developing. Theses advancements offered nurses to have authority and complementary roles as members in the health team with physicians. Indeed, nursing is a profession that our society needs. This is because each of us should have knowledge about diseases so that we will be able to manage if certain diseases will attack our health and then because our healthcare system is suffering from economic and financial constraints. Expert says that one factor that influences perception on nursing profession is the gender criterion. Many people see nursing as a profession only for female. They are only few males who take up nursing than females. Another is, people see nursing as very task oriented profession. There should be that appropriate career image of nursing so that people will be guided to what is nursing really about. Also, understanding why students choose or reject nursing as their career is relevant in designing an recruiting program for students especially for those nursing schools. There must be an instillitation to the students’ minds about basic and appropriate information regarding the nursing profession so that they will be guided appropriately in perceiving nursing as a profession and in choosing nursing as their career. A study showed that students chose nursing because they have the desire to nurture, to meet their emotional needs, because of employment opportunities, financial opportunities, and because they have an interest to science and diseases. Some says they chose nursing as their career because they have the willingness to help people and the desire to work with all kinds of people. Chapter III METHODOLOGY This chapter presents the methodology, the setting, the respondents involved, the instruments used which will be validated to establish reliability of the questionnaires, and summary of the data obtained to be interpreted. Research Design Generally, the study is a descriptive study; descriptive research designs that provided researchers with information about the perception of Fourth Year high school students on the nursing profession. This will further describe their views. Their career choice and the reasons for the course preferences and preference for nursing. Research Instruments A questionnaire-type instrument was chosen, the researchers aim to have accurate results on the career choice of Fourth Year high School students, their perception on nursing profession, and their reasons for their course preference. The instrument was subjected to evaluation and validation by panel of experts. It was subjected to a pre-test to evaluate its appropriateness to the study. To test validity, the method Content Validity. The questionnaire was criticized and evaluated by a group of experts to validate reliability and accuracy of questionnaire. Target Population and Sampling Procedures The target population of the study was the Fourth Year high school students. This fourth year high school students were taken from Notre Dame of Marbel University – IBED, Notre Dame Sienna School of Marbel, and Koronadal National Comprehensive High School located in Koronadal City, South Cotabato. It is limited to the Fourth Year high school students enrolled for School Year (S.Y) 2013 – 2014) and belonged to the first section of the three (3) schools mentioned above located in Koronadal City, South Cotabato. The first section was chosen because of the following characteristics: Nursing grade standards. Thus, convenience sampling was adopted as the sampling method of the study. Setting of the Study The study was conducted in three different High Schools of Koronadal City, South Cotabato. The researchers entered the firsts sections of each school and conducted the study. Chapter IV FINDINGS This chapter includes the presentation analysis and the interpretation of the data gathered about the perception of fourth year high school students presents the interpretation of the data gathered about The Perception on the Nursing Profession and Career Choice of High School Students. Table 1.1 shows the sex distribution of the respondents of the study. Out of one hundred twenty eight (128) total respondents of the study, eighty eight (88) were females and forty (40) were males. Table 1.2 shows the sex distribution of the respondents that chose nursing as their career. Out of seven (7) who chose nursing, all are females. Table 1.3 shows the family’s monthy income of the respondents of the study. Among the given projected monthly family income, above fifty thousand one pesos (50,001php) is the highest monthly family income and below ten thousand (10,000) being the lowest. Out of one hundred twenty eight (128) total respondents of the study, fourteen (14) respondents have a family income of below ten thousand pesos (10,000php) per month, thirty-four (34) respondents have ten thousand one to twenty thousand pesos (10,001 – P20,000php) per month, twenty-four (24) have twenty thousand one pesos to thirty thousand (20,001 – 30,000php), ten (10) have thirty thousand one pesos to forty thousand pesos (30,001 – 40,000) monthly family income, fourteen (14) have forty thousand one pesos to fifty thousand pesos (40,001 – 50,000php) monthly family income, thirty-two (32) have a family income of above fifty thousand one pesos (50,001php). Table 1.4 shows the family monthly income of the respondents that chose nursing as their career. Out of seven (7) students that chose nursing, the distribution are as follows: Below ten thousand pesos (10,000php) (0); ten thousand one pesos to twenty thousand pesos (10,001 – 20,000) (2); twenty thousand one to thirty thousand pesos (20,001 – 30,000php) (2); thirty thousand one pesos to forty thousand (30,001 – 40,000php) (0); forty thousand one pesos to fifty thousand pesos (40,001 – 50,000php) (1); above fifty thousand one pesos (50,001php) (2). Communication, Public Relations and Communications, Journalism, Political Science, Legal Management, Philosophy, Specialization in Software Technology, Specialization in Network Engineering, Information and Communication Technology Management, Specialization in Instructional Systems Technology, Management Information Systems, Home Economics, Nutrition and Dietetics, Library Science, Child Development and Education, Music, Special Education, Advertising, Arts Management, Creative Writing, Industrial Design, Fashion Design and Merchandising, Music/Music Production got none. Table 3.1. Shows the reasons behind students’ preference for nursing as their career. Among the seven (7) students who chose nursing, four (4) said that they preferred nursing because of their desire to nurture, interest in science and disease, and their previous contact with healthcare system (relatives, peers, etc.). Three (3) out of seven also said that they chose nursing to meet their emotional needs, and because of their desire to work with all kinds of people. And one (1) said that she chose nursing because of employments/financial opportunities. Table 3.2. Shows the reason of Fourth Year high school students for their preference for other courses. Out of one hundred twenty-one students who chose other courses, eighty-eight said that they chose their desired course because of their own personal interest; twenty-nine (29) said that it was because their course of choice is aligned with their proficiency; twenty-six (26) said that it’s for certainty of employment; twenty-four (24) said that it is their parents/benefactors’ choice; brother’s choice, high salary, and family background got one (1) each. Table 4. Shows the perception of Fourth Year high School students to the nursing profession provided by the said respondents. Among the one hundred twenty-eight respondents, the perception of Fourth year high school students are as follow: nursing means providing care (27); nursing is a hard/difficult profession (24); nursing provides less job opportunities (17); nurses are overpopulated (11); nursing as a preparatory course for medicine (10); nursing means helping others (6); nurses save lives (4); nursing is not aligned to their interest (3); nursing deals with the health of people (2); nursing is an important aspect of the society (2); a nurse is someone who would specialize in different medical aspect (2); nursing is an important and a risky job (1), nursing is a way abroad (1); courageous job(1); tiresome job (1); very common job (1); boring job (1); nursing profession is enjoyable (1); nursing is a profession to be proud of (1); nursing tackles sciences and diseases’ information (1); no idea (1). Chapter V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary The researchers found out that the most students perceive nursing as â€Å"providing care†, and that majority of fourth year high school students prefer to take other courses than nursing because of their personal interest, certainty of employment, alignment with their proficiency, and the choice of their parents/benefactors. The main objective of this study is to find out the perception of fourth year high school students studying in Koronadal on the nursing profession and their career choice. Specifically, the study answered questions about what fourth year high school students prefer to take as a course on college and the different reasons for the preference for such courses, and the reasons for the preference to take nursing. The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 128 students as selected respondents in the fourth year. Majority of students, 26 students or 20.30% prefer Accounting over other courses followed by Medical Technology (14 students/10.9375%). The reasons for choosing these courses are their personal interest, certainty of employment, alignment with their proficiency, and the choice of their parents/benefactors. Seven (7) or 5.46875% students prefer nursing over other course, the top three (3) reasons for this are their desire to nurture, interest in science and diseases, and their previous contact with healthcare system. The researchers found out that majority of students (27 students) perceive nursing profession as â€Å"providing care†; followed by â€Å"nursing is hard/difficult profession† (24 students); and â€Å"nurses are over populated† (11 students). Conclusion Based on the results, the researchers concluded the following: Therefore, the respondents that choose nursing as their career were all females. Therefore, the respondents that choose nursing as their career mostly have fifty thousands (50,000 Php) and above family income. Therefore, the top reasons why students choose to take up nursing were their desire to nurture, they have an interest in sciences and disease, and they had previous contact with health care system. Therefore, the top reason of students for choosing other courses instead of nursing were their personal interest lies to their chosen course. And therefore, the respondents perceive nursing profession mostly as a profession that provides care. Recommendation Based from the result of the study, the researchers recommended the following: For nursing schools, that they will offer more high quality curriculum to attract more nursing enrollees and to have more proper dissemination of information about what the nursing profession truly is. For the Commission in Higher Education of the Philippines, that they will continuously monitor nursing schools in the country in delivering high quality nursing curriculum to produce skillful, knowledgeable and with good attitude professional nurses. For the parents, that they should always become a good support system for their sons and daughters in choosing their career in life. For students, in choosing a career, they must first assess their capacities, skills, personalities and abilities if it is really suited on the career they will choose. And for the future researchers, that they will conduct more studies with wider scope regarding the perception on nursing profession and career choice of high school students to obtain a more accurate and up-to-date results and interpretation. Recom: further studies why no male choose nursing Recom: career choice; in-demand courses (reasons)