1. Its faulty system for the Marketing Project. This activity is good for the marketing lesson. However, there was a glitch with its system. He did not limit the trays that a student can get per day. For some students who had all the time and resources to sell eggs, they ordered 20-40 trays or even get every tray available when they have the time to visit Manresa. Some students who cannot afford to sell 20-40 trays a week, they only go there when they have time to get their share of eggs. In some days, according to Manong Barudo, the students cannot get enough eggs when the Pryce Plaza hotel orders a thousand quail eggs. Therefore, some would never get the chance to get enough quail eggs as what some can get. The issue that we want to stress there is that at the end of the semester, only a few students were able to gain P3,000 – P5,000 when some only grew P300 or less.
2. ON MAJOR EXAMS, the handouts are expensive and bulky. One handout costs about P120 while other handouts range from P60-90. Therefore, if we sum up the possible total money we shell out for these handouts, it costs approximately P400. In the first place, IT should have announced from the start that these handouts can be too expensive and that we are to read a maximum of 240 pages per major exam. For us who are taking the subject as an elective, it has been a burden because it takes so much of our money. Another reason is, most of us are scholars and we cannot just simply ask money from our parents. In addition, how can we even read a 240-page handout given on the week of the exam?
3. Rodeo Practices. There were two Sundays (July 19 & 26) during the ten-day break caused by the spread of A(H1N1) virus in our campus and one Friday (July 31) for the feast of St. Ignatius (a university-wide holiday) that the batch was asked to practice rodeo in Manresa. It, since it is a doctor, it should have known that some students might be carrying the virus and might be spreading this to the animals and also to the students available during that time. It was clear in the university memorandum that all classes are to be SUSPENDED. Also, the feast of St. Ignatius is an important event of the university and this should be used to commemorate St. Ignatius and notfor its SUBJECT only.
4. RODEO/BUYING OF SEEDS as an alternative. Aside from the no-classes practices, the lab sessions were also used for us to practice the activity more. Therefore, all of us were able to practice how to do ‘RODEO’ and we learned the purpose of why we were required to perform the activity. For some who were not able to attend the FINAL competition (since it was held, again, on a SUNDAY), they were asked to buy three packs of seeds per variety (five varieties). A total of 15 packs of seeds were asked to be bought. The problem with that is that the buying of seeds was not a good alternative for the activity since it does not have any connection with Rodeo. Also, we did know how the seeds will be utilized or where the proceeds will go.
5. FEEDING of FARM ANIMALS. For the whole part of the first term in the last semester, every tuesday at 6am, twelve groups from each class were asked to clean different animal houses alternately. The batch wants to know if this activity was recorded and fairly graded in its class record.
6. THE FINAL REQUIREMENTS

1. FEED FORMULATION – This was the hardest exam we took for the whole semester. We consider it appropriate for the course. It was also good that it gave us the freedom when to submit the paper. Most of us took the exam from 9am to 3pm, sacrificing our lunch. The question that kept us puzzled is how it did the grading of the exam especially that we had different answers and very long solutions. Some students said that the exam was scored with a total of 100 points, however, most of us only got 5-10 points.

This activity has a twist, though. Usually, 'it' credits the students with plus five points everytime they are the first to pass their exam papers. On one of the student’s case, she took the exam for about four hours and for the final mark-up, she only got five points for this exam. On the other hand, the student who passed his paper first, even without answering the exam, got an insubstantial FIVE points.

2. THE MOVING EXAM – Although it was difficult, this exam was the most appropriate among the four that is identified as final requirements. We identified grasses, equipments, and animal species – a proper way to evaluate the learning of students from the subject.
3. EXERCISES 10-18 –We all think this was the most useless final requirement. All of us had to answer these exercises even when we did NOT perform the lab activities because of lack of time. How can we answer eight unperformed exercises when it was all based on lab activities?
4. UTILITY PROJECT – The students were asked to buy materials that could help Manresa. It was supposedly OKAY. However, the project was scored inappropriately - the grade depended on the COST of the material. For example, one student bought a material which costs P70, he gained 70 points. All of us only knew about this after we got our grades.

The bloody Grading System. There were students who did their best (although their best might not be enough to the professor) who got the same grades as those who are not often seen in class. It was nice to know that nobody failed except for the fact that most of us got Ds and Cs. This grading system is already very questionable. How did it come up with our grades? If it is true that all of us got the same pattern of grades, it only means that IT may be, as its title suggests, a better doctor than an effective teacher.


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I know that it is not nice to assume that things were rooted from mere CORRUPTION in the classroom. But the thought that we all pushed to give so much effort, time and money for this subject is waaaaaaaaaay to much to expect for a doggy D