How to Avoid Plagiarism With College Paper

<h1>How to Avoid Plagiarism With College Paper</h1><p>Custom school paper incorporates a great deal of data that should be embedded. While each school paper is made in an unexpected way, the paper can in any case have content that will support perusers or understudies take advantage of the paper.</p><p></p><p>In request to evade literary theft, the school paper should utilize a few strategies to help protect the substance of the paper. The fundamental thought is to make content with which perusers or understudies can relate themselves. This includes utilizing the narratives, expositions, and delineations that may show up in the paper. Perhaps the most ideal approaches to make this substance is to work with understudies to join their thoughts into the paper.</p><p></p><p>Students are the ones who will utilize the material that will show up in the paper. Instructors and teachers won't favor of understudies including entr ies that will neglect to precisely speak to the thoughts contained in the paper. The issues that understudies face when they present a draft to the editorial manager incorporate getting the material in setting. Understudies ought to incorporate however much data as could reasonably be expected, including references, so it tends to be incorporated inside the paper.</p><p></p><p>While a ton of the substance is set in the paper, the school paper should likewise have the option to remain all alone. It tends to be hard to distribute a school paper on the off chance that it is composed by somebody other than the person who will submit it. This is on the grounds that the substance probably won't resound with perusers or understudies. The reason for having a school paper is to assist understudies with learning and be educated.</p><p></p><p>Content from a secondary school understudy's paper can help set up a peruser for entering the school cond ition. This substance might be as an evaluation outline or exercise plan. Getting a school evaluation can be a troublesome thing for certain understudies to do, however it is a smart thought to incorporate a clarification of how to get into the school that they are attending.</p><p></p><p>High school understudies frequently don't consider the remarkable experience of school life. Understudies don't understand that they have to set up their own examination questions and arrangements. They don't understand this may take additional time and exertion. The school scholastic editorial manager is constantly accessible to give tips and materials on the most proficient method to make the procedure easier.</p><p></p><p>Writing a paper for production can be disappointing, however the procedure is really simpler than numerous individuals figure it out. Understudies ought to recall that the most ideal approaches to deal with issues are to keep in t ouch with them down and clarify what occurred. Adhering to a calendar will assist them with remaining on target and prevent their altering endeavors from taking up more time.</p><p></p><p>There are numerous significant focuses that should be incorporated when understudies are drafting a paper for the class that they are joining in. In spite of the fact that the points shift starting with one school then onto the next, the themes that understudies ought to consider while making a school paper all spin around the subject or goal of the paper. Utilizing this data can help understudies who are attempting to evade plagiarism.</p>

How to Find Topic Ideas For Your Informative Essay

How to Find Topic Ideas For Your Informative EssayDo you want to know some topics for your 6th grade informational essay? It is fairly easy to find such topics on the internet. After all, they are everywhere. So, before I tell you what topics to use, let me first explain how the actual essay works.In my sixth grade English class, we were given a couple of different assignments. For the first assignment, we were to write an essay on our own topic. The second assignment was to write an essay for a group of students and read it out loud to them. The instructor was always happy when these were completed because then he could observe and grade them, if necessary. Here are some topics for your informational essay:These particular subjects are great choices because they are easy to understand and the teachers always enjoy grading. Let's go ahead and find some topics for your essay on...First, I want to start off by thanking you for taking the time to read this. This has been somewhat long w inded, but it is to help you make a decision on which topic to use for your essay. My topic is money. We all know how important money is in our everyday lives. It is also very important in paying for college tuition, food, and everything else we need.If you are familiar with my previous topic, I would recommend doing this one. The essay will be much easier to complete because we do not have to try and figure out how much money we need. If you do decide to use my previous topic, I would suggest using this one instead.This is also another important topic to use. You could gowith life insurance as your topic. Life insurance is used for several reasons, not the least of which is to pay for funeral expenses, college tuition, and/or medical bills. This topic should be done as a story and not simply as a description of the costs involved. I recommend going to your local library and searching for books on life insurance so that you can read about them.I would also recommend that you include a story line when you are writing about this topic. There are a lot of things that people might want to include in a short paragraph. However, as an example, if you are writing about how much it would cost to move from Pennsylvania to Texas. You would write a short paragraph about the costs of moving in each state. Then write about the different reasons you may choose a certain state over the other.Also, just so you do not run out of money, I would include a story line in your essay on the topic of paying for college. This is important for several reasons. First, since most students can't afford to pay for their college tuition. Next, it would also give your readers a feeling of hope and perseverance if you do manage to get a good job. Finally, you can use your story line to give hope to your readers.

Why You Are the Ideal Candidate For Scholarships That Require Writing Essay

Why You Are the Ideal Candidate For Scholarships That Require Writing EssayThere are many reasons to look for scholarship essay samples for why you are the ideal candidate for this program. In fact, there are very few scholarships that require a written essay and with the times are changing so quickly, the number of people applying for these programs is on the rise. You can do this by planning ahead.However, before you do this, you have to do some research. There are many scholarships out there and you need to find which ones will be available to you. Start off by looking at the requirements of each scholarship. While there are several that only ask for an essay to give a clear picture of what they expect, there are other that will also require your letter of interest in writing a resume.When you are writing a scholarship essay samples for why you are the ideal candidate for this program, make sure that you are clear and concise. With today's writing software, it is very easy to proo fread your essay. It is important to take time to read it over a few times before you turn it in to the scholarship writer so that you don't miss anything.It is important to put yourself in a good impression with the reader. This is where it is important to use your common sense. For example, you should be honest and accurate when discussing your employment history, educational background, and more.There are many scholarship essay samples for why you are the ideal candidate for this program, but you still need to read it through to make sure that everything is exactly as you want it to be. This includes the information that you will include about the applicant such as their potential strengths and weaknesses, personal achievements, interests, and more.In addition, this program is not only focused on your academic history and GPA, but your general appearance is also considered. It is important to look as your best self. In addition, it is important to try to come across as someone wh o would enjoy participating in this program.Finally, if you are being considered for a scholarship, make sure that you are sincere and would be able to complete the requirements. As a result, you might find that your chances for receiving the award are greatly increased. Don't be discouraged if you cannot fit all of the requirements into your timeline.

Marilyn Monroe Biography Free Essays

What began as a brunette beauty by the name of Norma Jeane Baker born in LA, California, soon transformed into the blondest, biggest sex symbol Hollywood has yet to cross paths with. Marilyn Monroe belonged to the public from the moment she stepped onto the screen and the voluptuous, 50’s goddess knew it. In combination with Monroe’s fascinating personal life and alluring pout and sensuality, the bombshell left an ever-staying impact on Hollywood, still yet to be outshined by any sex icons to come. We will write a custom essay sample on Marilyn Monroe Biography or any similar topic only for you Order Now Baptized Norma Jeane Baker, the soon to be starlet, spent most of her childhood migrating through foster homes after her mother, Gladys Baker, was instituted and her father’s identity remained unidentified. This was up until Norma Jeane was taken under the care of a family friend, Grace McKee Goddard. Unfortunately, after Mr. Goddard was transferred to the east coast, the family could not afford to travel 16-year-old Norma Jeane along with them. When faced with choice to return to the orphanage or get married, Norma married her 21-year-old neighbor Jimmy Dougherty. They were wed in 1942 after dating for six months prior. It was smooth sailing until 1944 when he was transferred to the South Pacific with the marines. During his absence, Norma Jeane took a job on the assembly line at Radio Planes Munitions factory where she was discovered by photographer David Conover. Conover came across the â€Å"photographer’s dream† as put by David, while taking pictures of women contributing to the war effort for Yank magazine. Conover began her career by sending her modeling jobs and within two years she was a reputable model with plenty of covers to her credit. In 1946, Norma Jean divorced her husband Jimmy and signed with Twentieth Century Fox. It was at this point that she officially transformed into the blonde Hollywood babe known as Marilyn Monroe. Two marriages later, one to baseball player Joe DiMaggio and the third and final to playwright Arthur Miller, Marilyn Monroe was found dead in her Brentwood, California home on August 5, 1962. Although only age 36 when she died, Marilyn Monroe was a global sensation in her lifetime and will always remain that way. Over Marilyn Monroe’s career span, the icon was nominated and won ountless awards. Among these, Monroe won the Golden Plate at the David di Donatello Awards for her acting in The Prince and the Showgirl, two Henrietta Awards for World Film Favorite-Female and a Golden Globe for Best Motion Picture –Musical/Comedy for Some Like it Hot. She also won Most Popular Female Star and a special award at the Photoplay Awards and received a motion picture star on the Hollywood Wa lk of Fame. Along with these prestigious awards were her many, many nominations which she always came close in. Marilyn began her acting career with 1947’s The Shocking Miss Pilgrim but it was her performance in the 1953’s Niagara that grabbed the public’s eye. She was also one of the most photographed people in the world and has been recaptured in numerous paintings. Many of the best in visual art has had a shot at Marilyn Monroe. Even after her death, the bleach blonde has been subject to some 600 books, newspaper and magazine articles, musicals, a ballet, plays, an opera and a famous Elton John/Bernie Taupin song. All of this proves the impact of Marilyn Monroe and just how much the public still loves her. None can deny the influence Marilyn Monroe had on Hollywood and the public alike. Marilyn Monroe’s influence in Hollywood and on the public can be seen everywhere. During her lifetime it was exemplified through her numerous box-office successes and massive publicity. Monroe did much to make her influence everlasting while the provocative super starlet still graced the world with her presence. She notoriously negotiated a tough contract with her studio involving her artistic rights and was the first woman to set up her own production company. There was clearly more to Ms. Monroe than her seductive pout. Marilyn launched her close friend, Ella Fitzgerald’s career when she made a deal with the owners of a popular club that refused Ella the opportunity to perform due to her race. Monroe told the owners that if they were to let Ella perform, Marilyn herself would be at every performance. Marilyn broke down the norms for typical actresses and women in general within society. â€Å"Marilyn was one of the first women to be overly sexual and play sweet, naive and innocent characters at the same time. as put by Time Magazine. This was only one barrier Monroe’s influence knocked down. She was a widely accepted and adored sex symbol, making the 1950’s society more permissive of sex. This also contributed to the sexual freedom women have today. The Edmonton Journal in Canada wrote about the popular face piercing titled â€Å"The Monroe† after the world famous sex symbol. As written in the journal, â€Å"It’s a testament to Marilyn Monroe’s enduring coolness that the piercing is named about her, because her real mole was on her left cheek. Part of the reason why Monroe’s influence is so strong is due to the manner that she came and left. After almost every actress prior to the 50’s being brunette and vampy or blonde and entirely lackluster and innocent, Marilyn was a breath of fresh air on the cinema screen. On the other hand, her departure seemed to showcase â€Å"the wonder and tragedy of Hollywood and the entertainment business. †(Glatzer,33). By dying at such a young age, Marilyn Monroe became a legend, ergo her gripping influence. It can be understood that the individuals who are remembered and beloved are â€Å"the tragic heroes and heroines who loose their lives in Hollywood. †(Glatzer,33). Among these are Kurt Cobain, Elvis Presley, James Dean and of course Marilyn Monroe. â€Å"They didn’t have the opportunity to bow out gracefully, they were ripped from our midst and society mourns them all the more. †(Glatzer,35). Marilyn Monroe was undoubtedly the most famous and iconic actress of her generation. Many voluptuous blondes attempted to reinvent Monroe after her death but none had the right alchemy of â€Å"va-va-voom† and virtue. In a recent survey, Marilyn Monroe was ranked seventh in â€Å"The Highest Paid Dead Celebrities† and was the only woman in the top thirteen. In combination with Monroe’s fascinating personal life and alluring sensuality, the bombshell left an ever-staying impact on Hollywood, still yet to be outshined by any sex icons to come. Marilyn Monroe will never be forgotten, whether it’s her scandalous life or her incredible impact, we all just can’t seem to get that enticing pout out of our minds. How to cite Marilyn Monroe Biography, Papers

Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy 2012-2013 Essay Example

Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013 Essay PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY HIGH SCHOOL SY: 2012-2013 A Research Paper Presented to the Faculty Members of the Catanduanes State University Laboratory Schools Virac, Catanduanes Submitted in Partial Fulfillment of the Requirements in RESEARCH II RUBY JOY P. BEO MARK KENNETH T. MIGUEL JHON CLIFFORD T. ONIONG March, 2013 Catanduanes State University College of education LABORATORY SCHOOLS Virac, Catanduanes CERTIFICATION This Research Paper entitled â€Å"PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013† prepared and submitted by Ruby Joy P. Beo, Mark Kenneth T. Miguel and Jhon Clifford T. Oniong, in partial fulfillment of the requirements in Research II, has been checked and is recommended for acceptance. ZYRA MAE S. TOMAGANERIC T. ALDEA Language Editor Statistician Accepted and Approved by: SOCORRO D. MASAGCA Research Professor IMELDA T. BERNAL Principal ACKNOWLEDGEMENT The researchers are truly indebted to the following for making their vision a reality. Prof. Imelda T. Bernal, Principal, Catanduanes State University Laboratory Schools, for her exemplary and motherly concern in tapping and developing potentials as indicators of progress in excellent working environment; Prof. Socorro D. Masagca, the researchers’ subject teacher, head teacher and guidance counselor of CSULS, for sharing her expertise and guidance for the completion of this work; To our teachers for their assistance, care, and love; We will write a custom essay sample on Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The student-respondents, of Catanduanes State University Laboratory High School, for their total cooperation which gave meaningful fruit to this study; The Researchers’ family, especially to their parents for their untiring support and understanding; Above all, the Almighty God, for making things easy during their times of irreconcilabilities. THE AUTHORS DEDICATION First of all I would like to dedicate this thesis to our Almighty God. And of course to my parents who taught me that the best kind of knowledge to have is that which is learned for its own sake. I also dedicate this hard work to my family who supported me financially. To my friends, the SNDB- Charl’z and Lhyr’z who are always there to support and care for me that taught me the real importance of having friends and for the unending bond we shared. â€Å"Friends 4ever X ?. † To my Parekoy. To Rene, to my sister Blezza. To my co-researchers, Kenneth and Clifford. To my special someone who served as my inspiration in doing this thesis. To Ma’am Phine and Ma’am Socorro who guided and always reminded us to do our thesis. To IV- Einstein and IV-Galileo Batch 2012-2013. ~ Rhub’z DEDICATION To God above, for His presence To my parents, for their love and support To my brothers and sister To all my friends and schoolmates for their companionship To the teachers for their guidance To IV- Einstein for the never ending happiness To my co-researchers Ruby and Clifford And to someone, who gave me inspiration This work I humbly dedicate. ~Ken DEDICATION I dedicate this work to the following: To my loving and very understanding mother, To my hardworking and kind father, To my ever supportive sisters Pamela and Nicole, To my Lolo, To my classmates and friends, To my co-researchers, Ruby and Kenneth, To IV- Einstein and IV-Galileo Batch 2012-2013, and above all To ALMIGHTY GOD. ~ Cliff ABSTRACT BEO, RUBY JOY P. , MARK KENNETH T. MIGUEL AND JHON CLIFFORD T. ONIONG â€Å"PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013† The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered: 1. What is the profile of CSULHS students in terms of: a. ) Age b. ) Gender c. Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2. What are the problems encountered by CSULHS students in the following areas: a. ) Personal Factor b. ) School Factor c. ) Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least d ifficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? The hypothesis of the study is there is no significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor. The descriptive survey method of research was used in this study with the questionnaire as the main tool for gathering data. The following were the findings of the study: 1. Majority of the high school students belong to the age bracket 13-14 with a frequency of 38 or 48% 2. In gender 38 or 47. 5% of the respondents were male and 42 or 52. % of the respondents were female. 3. For the educational attainment of parents, the majority of their fathers were college graduates (65 fathers or 81%). In their mothers’ educational attainment, majority were college graduates (74 mothers or 93%). 4. In occupation of parents, the majority of the fathers of the students were self-employed (39 fathers or 49%). In the occupations of the mothers of the students majority of them were government employees (45 mothers or 56%). 5. In the monthly income, the majority had an income of P 26,000 and above. 6. Out of the eight (7) listed possible student’s personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. â€Å"Family problems† is the statement out of 4 that was rated highest for â€Å"moderately serious† which got the highest mean. The statement â€Å"love life† is the only one among the other options rated as â€Å"less serious† that got the highest rate of 2. 288. 7. Based from the answers of the high school students, of thirteen (13) listed school problems, 11 were rated â€Å"moderately serious† while only 2 were rated â€Å"less serious†. The statement â€Å"Too difficult projects† among the eleven (11) statements rated as â€Å"moderately serious† got the highest mean of 3. 45. The statement with the highest rating for â€Å"less serious† is â€Å"Poor method of teaching† with a mean of 2. 488. 8. In four (4) listed problems with their peers, the high school students rated two (2) statements as â€Å"moderately serious† while only one statement were rated â€Å"less serious†. The statement â€Å"Peer Pressure† got the highest mean for â€Å"moderately serious† which have 2. 65. The statement â€Å"Bullying† got a mean of 2. 463 for â€Å"less serious†. The following conclusions were derived from the findings: 1. Majority of the high school students are females, within the age range of 13-14 years old, parents are college graduates for with which the fathers are self-employed and the mothers are government employees and with a monthly income of P 26,000 above. 2. The majority of the high school students agree that the problem which regards to the personal problem is family problem. 3. The problem with regards to the school factor, the majority of the high school students agree to too difficult projects. 4. The problem with regards to the peer factor, the majority of the high school students agree to the peer pressure. From the findings and conclusions arrived at, the following recommendations are offered: 1. In personal problem, we recommend for the parents to help their child or children in solving their problems to lessen it and to help them in their studies. Be always open for them to understand their limitations. 2. In school problems, the teachers must give more effort to their work for the students get interested with their subject. Enforce latest learning and teaching guidelines to help improve the teachers teaching skills. It is also recommended for the teachers or the institution to offer more reference materials to help them in their studies. Also, the teacher must lessen their strictness so that students will participate well in the class 3. In peer problems, we recommend them to have some self-esteem and make their own decisions. TABLE OF CONTENTS APPROVAL SHEET †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ii ACKNOWLEDGEMENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iii DEDICATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦iv ABSTRACT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vii TABLE OF CONTENTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. xi LIST OF TABLES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦xiii LIST OF FIGURES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. xiv CHAPTER 1INTRODUCTION Background of the Study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Statement of the Problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Hypothesis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conceptual Framework and Research Paradigm †¦.. 4 2REVIEW OF RELATED LITERATURE AND STUDIES Review of Related Literature †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Review of Related Studies †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 3ME THODOLOGY OF RESEARCH Research Design †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Sources of Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Instrumentation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Data-Gathering Procedure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 Statistical Technique Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 4PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 5SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Conclusions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 29 Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30 BIBLIOGRAPGHY †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 APENDICES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 33 CURRICULUM VITAE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 40 LIST OF TABLES TABLE 1Frequency, Percentage Distribution and Rank of Students Profile †¦. 17 2High School Students’ Personal Problems †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 3Summary of Test on the Personal Problems Encountered by High School Students of CSULHS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20 4High School Students’ School Problems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 5Summary of Test on t he School Problems Encountered by High School Students of CSULHS †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 6High School Students’ Peer Problems †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 7Summary of Test on the Peer Problems Encountered by High School Students of CSULHS 24 LIST OF FIGURES FIGURE 1Conceptual Paradigm †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 CHAPTER 1 THE PROBLEM AND ITS SETTING Background of the Study A student is a learner or someone who attends an educational institution. In some nations, the English term is reserved for those who attend university while a school child under the age of eighteen is called a pupil in English. In its widest use, student is used for anyone who is learning. Since time is immemorial and across many different cultures, students have been regarded as the hope of the fatherland. They say that they are the one who will save the future of the next generations. Without students, a school will not be a school and a teacher will not be a teacher. In other words students are the one who makes the life of the teachers and creates and completes the school. As a part of the school, students have their own goal to achieve success in life. If there are no students, many of us now have no employment, no modernization and no higher purpose in life. In other words, planet Earth would not be as much productive and as developed as it is today without students. Students play a very important role in building the future of our nation. The researchers believe that they should be given the right education as well as importance by our government and society. Observations however, showed that despite the years that these students focused on their studies and many other activities, problems of different kinds and different level of seriousness still arise. It is on this situation that the researcher was intended to conduct an investigation to identify the problems encountered by the high school students of the CSU Laboratory High School and to determine the level or degree of seriousness of these problems. Statement of the Problem The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered: 1. What is the profile of CSULHS students in terms of: a. ) Age b. ) Gender c. ) Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2. What are the problems encountered by CSULHS students in the following areas: a. ) Personal Factor b. ) School Factor c. Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? Hypothesis There is no significant difference between the degree of diffic ulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor. Conceptual Framework The research paradigm in Figure 1 shows the major variables of this study that will bring out positive and negative impact on different persons involved. Likewise, it will directly affect the quality of education the school is presently experiencing. The two major variables are the independent variables that includes the respondent’s distribution in terms of age, gender, educational attainment of parents, occupation of parents and monthly family income and the dependent variable which includes the degree of difficulty of the problems encountered by the respondents. Independent Variable Dependent Variable FIGURE 1 Conceptual Paradigm Significance of the Study Identifying the problems encountered by the students opens suggestions of the parents as well as the teachers on how to solve these. Student’s problem should be minimized if possible so that they can focus on their studies well and affect the school by gaining good reputation. Results of this study would be beneficial to the following: The Teachers- Findings enable them to identify the problems of the students and as a result, students can adjust and cope to their studies. The students can focus on their studies and can study well without serious problems. The Parents- Results make them understand the environment of their children as students and assist them in their studies and in solving the problems they encounter. The Students, themselves- If they are helped out with these problems, it is very possible that they can maintain their wholesome life, their physical, social and intellectual self. Scope and Limitation This study is focused on the identification of the problems encountered by high school students in CSULHS S. Y. 2012-2013. This covers the period school year 2012-2013. This study involves selected students of CSU Laboratory High School, School Year 2012-2013. It focuses mainly on the problems encountered by students. It comprises 25% (80 students) of the whole population (331 students). 40 of it were boys while 40 are girls. Definition of Key Terms: To make every detail clear, the following terms were operationally defined to be use in the study. Areas of Difficulty- The activities related to class manipulating where problems are encountered. CSU- The school where the study was conducted. Degree of Difficulty- Level of seriousness of the problems met indicated on five point scale: Five- very serious, Four-serious, Three- moderately serious, Two- less serious and One- not a problem. Peer Relation Factor- The factor which concerns the problems about peer relation. Personal Factor- The factor which concerns the problems about yourself. Respondents- students who will supply answer in the instrument used. School Factor The factors which concerns the problems about school and academic tasks. Students- are generally 12-16 years old undergoing secondary education; the subject in the research. Student-Teacher Relationship- The academic relation between teachers and their students. CHAPTER 2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES This portion cites considerable number of studies and research works of different aspects related to problems encountered by high school students. The presentation is under two main topics: Related Literature and Related Studies. Related Literature Suvajit, 2009 said that for a school student, life is loaded with studies. It is not possible for each one of them to cope up with their studies. They often get nervous, frustrated and end up mugging their lessons which is very harmful. Teacher’s reaction shouldn’t vary from student to student; it should be equal to every student. Discrimination is very fatal for students. Shahin, 2007 concluded that students all over the world face a number of problems. This is very much true in the case of India, especially in native state BIHAR. The students’ community is affected by lots of problems. Lack of quality education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such factors dishearten the students. The system of education in India is acting as a constraint. Lack of proper guidance by the parents and unawareness of the students in choosing the right career lead to their fate. Though a number of universities and colleges are imparting education to the students, the standard of education has plunged. Reservations and recommendations withhold the candidature of several competent persons. It has done harm more good. Those students who strictly adhere to the grind of school and later college, emerge as graduates. But they find themselves unsuccessful in securing jobs. Due to the growing population, they find that every job has several contenders. They find themselves to be a part of the already saturated market of job-seekers. They frantically strive hard to find a job but realize that, money and favoritism fetch jobs; certificates don’t as the educational is bookish, once out of college they find themselves helpless because they lack practical knowledge. They crave for name, fame and affluence in a short span of life. But when expectations are not fulfilled and gross realities of life stare upon them they end up dejected and frustrated. After going through the formalities of school and college, they feel that they have been unsuccessful in achieving what they intended. It leads to sheer desperations among the student community giving rise to student unrest. Human resource development route should be taken seriously and invest in it liberally, reservation may not be needed. Because the quota system has injected a lethal poison in our society and filled hatred in the minds of people, particularly the youth. Nastiti, 2009 revealed that teaching English for young learners essentially confronts several problems over those pointed above. However, three aspects of which are stated, are essential to find the solution earlier. This is since these problems frequently happen in society. By reviewing the problems happen in teaching English for young learners which are the quality of the teacher, the habit of the students, and the participation of parents. Regarding the essential of learning English for young learners, all of the parties should oblige to solve these problems. It can start from the students themselves to the major parties of the country to make them care about the importance of learning English for young learners. Related Studies According to Sorra (2001) in his study, Problems Encountered by Students of Catanduanes State Colleges Laboratory High School Staying with their Relatives determined the problems encountered by students of CSCLHS staying with their relatives. Relative to the problems of this study, the hypothesis formulated was that the main problems encountered by the students staying with their relatives’ residence are social, emotional, financial, academic and personal problems. The problems are caused merely by students itself, by the relatives or the parent. The relatives should be responsible in helping the students to overcome their problems. To solve this problem, the researcher said that proper communication skill and discipline is the main key to this problem. These problems may have a great effect on the students’ part. It may affect his habits behavior and his total self. Balimbing and Ibones (2011) in their study about â€Å"Problems Encountered by Junior and Senior High School Students in their Research Subject† determined the problems encountered by students of Catanduanes State University Laboratory High School in their research subject. Relative to the problems of this study the hypothesis formulated was there are no problems encountered by Junior and Senior High School students in their research subject. Since, there were no problems encountered it is recommended to just retain the way the teachers approach their students. Based on the answers of the respondents in the study, the recommendation for the students is to try to be interested in their research subject and to add more time in the subject. The similarities of this present study above are with the kind of method used, data gathering tool and both of it aims to know answers from problems encountered by high school students. On the other hand, a study about the Struggles of High School Students to Find School-Related Information on the web was conducted by Shenton (2008) According to his study, seventy-seven online questionnaires were completed by students between 31 October and 27 November 2006, when analysis of the data began. Of the 77 respondents, only 35 provided data on problems encountered when seeking information for their assignments. Most of the respondents in this group were in years nine, ten and eleven (ages 13-16), with only two in year 12 (16-17) and four in year 13 (17-18). Over half (19/35) of respondents were female. Forty remaining respondents either stated that they experienced no problems in finding the information they needed for school or did not answer the relevant question on the questionnaire. Two participants indicated that they did not have the information they needed to complete their schoolwork because they did not look for it. Over 20 distinct information-seeking problems were identified through inductive analysis of the qualitative data provided by 35 participants. Difficulties encountered in the search for information largely fell into four major categories: problems determining an appropriate search strategy, barriers posed by limited school resources or Internet filtering software; â€Å"process frustrations† (280) stemming from the perceived inadequacies of search engines, poorly designed web sites, and missing or broken web links; and, â€Å"shortcomings in the retrieved information† (281) in terms of relevance and accuracy. In addition, a small number of students either indicated that they had difficulty applying the information they found to the problem that prompted the search, or were concerned about copyright restrictions on how they could use the information. All but two of the problems reported by the students related to information-seeking on the web. The web was the most popular source of information for students, with 71 out of 77 respondents listing it as one of the sources or the only source they consulted in school. The similarities of the study above with the study at hand is that both of it aims to know answers from problems encountered by high school students. CHAPTER 3 METHODOLOGY OF RESEARCH This chapter presents the research design, source of data, sampling or procedure, instrumentation and validation and data-gathering procedure employed in this study. Research Design The descriptive method or research with survey technique was used in this study. Description method is a fact-finding of the study with adequate and accurate interpretation of the findings. It describes what actually exists such as current conditions, practices, situation or any phenomenon. Since, the present study was concerned with the present condition of the problems encountered by high school students. The descriptive method was the most appropriate method to be used. The descriptive method was also used because it deals not only with gathering and tabulation of information but also for evaluation and analyzing the significance of data in the level or degree of difficulty in each problem of high school students of Catanduanes State University Laboratory Schools. Sources of Data The data gathered by means of a questionnaire and was done to gather data and information. To determine the Respondents profile, a checklist table was made by the researchers to determine their age, gender, educational attainments of their parents, and the occupation of the parents. The questionnaire used in determining the problems encountered by the students and its degree was also made by the researchers. The checklist was prepared by the researchers and copies of the questionnaire were distributed to selected high school students and then retrieve to the researchers. The questionnaire contains the common problems encountered by the students. The questionnaire was divided into two parts: Part I cover the students profile that contains the age, gender, educational attainment and occupation of their parents. Part II covers the questionnaire proper which comprises the problems and its degree of difficulty. Instrumentation The test was distributed among selected high school students. Before the administer of the test, a letter was sent to the principal of the school and the adviser of the high school students requesting permission to distribute the research questionnaire to respondent-student. The degree of difficulty of the problems encountered by the students was counted. In order of the questionnaire to be accurate and reliable the researcher conducted a validation in school such as Cabugao Integrated School with 45 respondents. Data Gathering Procedure A questionnaire was used to collect data. It was distributed to the 80 high school students of the Catanduanes State University Laboratory School. After the data were accomplished by the respondents the researcher personally collected the questionnaires given to the respondents. Data were analyzed and interpreted to come up with more specific results and findings. The nature of the study required the use of descriptive method. Statistical Techniques Used To transform the data into meaningful information, data were analyzed and interprets using frequency, percentage and rating scale. Simple frequency count was used to determine the number of respondents within a category. This is also used to tally the data received from the respondents. Weighted Arithmetic Mean was used to determine the types of reading material read and frequency of reading the materials. Chi-square was used to determine the relationship of the variables under study. CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the data gathered on the â€Å"Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School, S. Y. 2012-2013† 1. Profile of the High School Students The first specific question posed in this study is: What are the profile of CSULHS students in terms of age and gender. Questions regarding their parents were also asked like educational attainment of parents, occupation of parents and monthly income of parents. The respondents were grouped under five categories. To answer this question, the respondents were asked to give information regarding their personal profile. The data gathered are presented in Table 1. a. Age. Out of 80 high school students, 4 or 5% belonged to the age group 11-12. The age bracket 13-14 had 38 or 48% respondents. Fifteen to sixteen age brackets had 31 or 39% while 17-18 age brackets had 7 or 8% of respondents. This implies that majority of the high school students belong to the age bracket 13-14. b. Gender. Under this item, 38 or 47. 5% of the respondents were male and 42 or 52. 5% of the respondents were female. This implies that there are more females then males. c. Educational Attainment of Parents. Here, their fathers’ educational attainment was classified as follows: 8 or 10% were college undergraduates; 2 or 3% were elementary undergraduates; 65 or 81% were college graduates; and 5 or 6% were high school graduates. This implies that the majority of the fathers were college graduates. In their mothers’ educational attainment, 3or 4% were college undergraduate, 1 or 1% was high school undergraduate, and another 1 or 1% was elementary undergraduate. Seventy-four or 93% were college graduates and 1 or 1% was high school graduate. This implies that the majority of the mothers were college graduate. d. Occupation of Parents. In this portion, the occupations of the fathers of the students were classified as follows: 4 or 5% were unemployed; 39 or 49% were self-employed; 30 or 38% were government employees; and 4 or 5% were classified as others. This implies that the majority of their fathers were self-employed. The occupations of the mothers of the students were also classified as follows: 9 or 11% were unemployed; 22 or 28% were self-employed; 45 or 56% were government employees; and 4 or 5% were classified as others. This implies that the majority of their mothers were government employees. e. Monthly Income of Parents. In the monthly income, 4 or 5% had an income below P 5,000; 18 or 23% of them has P 6,000-P 15,000; 21 or 26% has P16,000-P 25,000 as an income; and 37 or 46% had an income of P 26,000 and above. This implies that majority of the parents of the students had an income P26,000 and above. TABLE 1 Frequency, Percentage Distribution and Rank of Students’ Profile ProfileFrequencyPercentageRank Age 11-12450%1 13-14 3848%2 15-163139%3 17-1877%4 Total80100% Gender Male3847. 5%2 Female4252. 5%1 Total80100% Educational attainment Father College undergraduate810%2 High school undergraduate00% Elementary undergraduate23%4 College graduate6581%1 High school graduate11%3 Elementary graduate00% Total80100% Mother College undergraduate34%2 High school undergraduate11%4 Elementary undergraduate11%4 College graduate7493%1 High school graduate11%4 Elementary graduate00% Total80100% Occupation of parents Father Unemployed45%4 Self-employed3949%1 Government employee3038%2 Others78%3 Total80100% Mother Unemployed911%3 Self-employed2228%2 Government employee4556%1 Others45%4 Total80100% Monthly income of parents Below P 5,00045%4 P 6,000-P 15,0001823%3 P 16,000-P 25,0002126%2 P 26,000 above3746%1 Total80100% 2. Problems Encountered by CSULHS Students and its Degree of Difficulty The second study concerned the personal factors, school factors and peer relation factors. This was ranked according to 5-very serious, 4- serious, 3-moderately serious, 2-less serious and 1-not a problem. The answers to this question were gathered from the results of the data from the retrieved questionnaires. They are pr

Free Essays on Jeanette Rankin

Who were the three black forces in the late nineteenth and early twentieth century? The three major forces behind the Blacks’ position in the late nineteenth and early twentieth century consisted of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. They were the most effective of all of the different activists of the time. They each came from different times and different places. They were also all brought up differently while they were young. They were all about 10 years apart from each other. Here is their story. Booker T. Washington was the first to emerge. He was born into slavery on April 5, 1856 in the state of Virginia. (Notes, 1) After the Emancipation Proclamation his mother had taken him and two other children to the state of West Virginia. (Amer. Jour., 571) After leaving, he and his family had started working in Coal and Salt mines. (Notes, 1) He was at the age of nine when he first started working in the mines. The hours were long and hard. He went back to Virginia to go to school. (Amer. Jour., 571) He enrolled in Hampton Normal and Agricultural Institute. (Amer. Jour., 571) He worked as a Janitor while attending. (Notes, 1) It was the premier black educations institution in the South at the current time. (Amer. Jour., 571) He worked hard to get through the school and graduated. He taught for three years and then founded the Tuskegee Institute in 1881. It was for black students in rural Alabama. (Amer. Jour., 571) His thoughts were that all students would be b! est served if they learned a trade and become work place disciplined. (Amer. Jour., 571) With a trade he believed that black people would develop more self-respect and economic independence. (Amer. Jour., 571) Another African-American Leader was W.E.B. DuBois. He was born in Massachusetts in February of 1868. He did not accept Washington’s view of black social inequality. He was the first African-American to graduate from Harv... Free Essays on Jeanette Rankin Free Essays on Jeanette Rankin Who were the three black forces in the late nineteenth and early twentieth century? The three major forces behind the Blacks’ position in the late nineteenth and early twentieth century consisted of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. They were the most effective of all of the different activists of the time. They each came from different times and different places. They were also all brought up differently while they were young. They were all about 10 years apart from each other. Here is their story. Booker T. Washington was the first to emerge. He was born into slavery on April 5, 1856 in the state of Virginia. (Notes, 1) After the Emancipation Proclamation his mother had taken him and two other children to the state of West Virginia. (Amer. Jour., 571) After leaving, he and his family had started working in Coal and Salt mines. (Notes, 1) He was at the age of nine when he first started working in the mines. The hours were long and hard. He went back to Virginia to go to school. (Amer. Jour., 571) He enrolled in Hampton Normal and Agricultural Institute. (Amer. Jour., 571) He worked as a Janitor while attending. (Notes, 1) It was the premier black educations institution in the South at the current time. (Amer. Jour., 571) He worked hard to get through the school and graduated. He taught for three years and then founded the Tuskegee Institute in 1881. It was for black students in rural Alabama. (Amer. Jour., 571) His thoughts were that all students would be b! est served if they learned a trade and become work place disciplined. (Amer. Jour., 571) With a trade he believed that black people would develop more self-respect and economic independence. (Amer. Jour., 571) Another African-American Leader was W.E.B. DuBois. He was born in Massachusetts in February of 1868. He did not accept Washington’s view of black social inequality. He was the first African-American to graduate from Harv...

A History of United Nations Missions in Africa

A History of United Nations Missions in Africa The United Nations (UN) conducts a number of peacekeeping missions throughout the world. Beginning in 1960, the UN began missions in various countries in Africa. While just one mission occurred through the 1990s, turmoil in Africa escalated and the majority of missions were run from 1989 on. Many of these peacekeeping missions were the result of civil wars or ongoing conflicts in African countries, including Angola, the Congo, Liberia, Somalia, and Rwanda. Some of the missions were brief while others lasted years at a time. To confound things, some missions replaced previous ones as tensions in the countries escalated or the political climate changed. This period is one of the most dynamic and violent in modern African history and its important to review the missions that the UN carried out. ONUC -  UN Operations in the Congo Mission Dates: July 1960 through June 1964Context: Independence from Belgium and the attempted secession of the Katanga province Outcome:  Prime Minister  Patrice Lumumba  was assassinated, at which point the mission was expanded. The Congo retained the secessionist province of Katanga and the mission was followed by civilian aid. UNAVEM I -  UN Angola Verification Mission Mission Dates:  January 1989 through May 1991Context:  Angolas lengthy civil war Outcome:  Cuban troops were withdrawn one month ahead of schedule, having completed their mission. The mission was followed by UNAVEM II (1991) and UNAVEM III (1995). UNTAG  -  UN Transition Assistance Group Mission Dates:  April 1990 through March 1990Context:  Angolan Civil War and Namibias transition to independence from South Africa Outcome:  South African troops departed Angola. Elections were held and a new constitution approved. Namibia joined the UN. UNAVEM II  -  UN Angola Verification Mission II Mission Dates:  May 1991 through February 1995Context:  Angolan Civil War Outcome:  Elections were held in 1991, but the results were rejected and violence escalated. The mission transitioned to UNAVEM III. UNOSOM I  -  UN Operation in Somalia I Mission Dates:  April 1992 through March 1993Context:  Somali Civil  War Outcome:  The violence in Somalia continued to escalate, making it difficult for UNOSOM I to deliver relief aid. The United States created a second operation, the Unified Task Force (UNITAF), to help UNOSOM I protect and distribute humanitarian aid. In 1993, the UN created UNOSOM II to replace both UNOSOM I and UNITAF. ONUMOZ  -  UN Operations in Mozambique Mission Dates:  December  1992 through December 1994Context:  Conclusion of the Civil War in Mozambique Outcome:  The ceasefire was successful. Mozambiques then government and the major rivals (Mozambican Nation Resistance, or RENAMO) demobilized troops. Those people who were displaced during the war were resettled and elections were held. UNOSOM II  -  UN Operation in Somalia II Mission Dates:  March 1993 through March 1995Context:  Somali Civil War Outcome:  After the Battle of Mogadishu in October 1993, the United States and several Western countries withdrew their troops from UNOSOM II. The UN voted to withdraw UN troops from Somalia after having failed to establish a ceasefire or disarmament. UNOMUR  -  UN Observer Mission Uganda-Rwanda Mission Dates:  June 1993 through September 1994Context:  Fighting between the Rwandan Patriotic Front (RPF, based in Uganda) and the Rwandan Government Outcome:  The Observer Mission encountered many difficulties in monitoring the border. These were  due to the terrain and the competing Rwandan and Ugandan factions. After the Rwandan genocide, the missions mandate came to an end and it was not renewed. The mission was succeeded instead by UNAMIR, which had already begun its operations in 1993.   UNOMIL  -  UN Observer Mission in Liberia Mission Dates:  September 1993  through September 1997Context:  The First Liberian Civil War Outcome:  UNOMIL was designed to support ongoing efforts by the  Economic Community of West African States (ECOWAS)  to bring an end to the Liberian Civil War and ensure fair elections. In 1997, elections were held and the mission terminated. The United Nations established a Peacebuilding Support Office in Liberia. Within a few years, the Second Liberian Civil War had broken out. UNAMIR -  UN Assistance Mission for Rwanda Mission Dates:  October 1993  through March 1996Context:  Rwandan Civil War between the RPF and the Rwandan government Outcome:  Due to the restrictive rules of engagement and an unwillingness from Western governments to risk troops in Rwanda, the mission did little to stop the Rwandan genocide (April through June 1994).   Afterward, UNAMIR did  distribute and ensure humanitarian aid. However, the failure to intervene in the genocide overshadows these significant although belated efforts. UNASOG  -  UN Aouzou Strip Observation Group Mission Dates:  May 1994 through June 1994Context:  Conclusion of the territorial dispute (1973-1994) between Chad and Libya over the Aouzou Strip. Outcome:  Both governments signed a declaration agreeing that Libyan troops and the administration had been withdrawn as previously agreed upon. UNAVEM III  -  UN Angola Verification Mission III Mission Dates:  February 1995 through June 1997Context:  Angolas Civil War Outcome:  A government was formed by the National Union for the Total Independence of Angola (UNITA), but all parties continued to import arms. The situation also deteriorated with the involvement of Angola in the Congo Conflict. The mission was followed by MONUA. MONUA  -  UN Observer Mission in Angola Mission Dates:  June 1997 through February 1999Context:  Angolas Civil War Outcome:  Fighting in the civil war resumed and the UN withdrew its troops. At the same time, the UN urged a continuation of humanitarian aid. MINURCA -  UN Mission in the Central African Republic Mission Dates:  April 1998 through February 2000Context:  Signing of the Bangui Accord between rebel forces and the Central African Republics government Outcome:  Dialogue between the parties continued and the peace was maintained. Elections were held in 1999 after several previous attempts. The UN mission withdrew. MINURCA was followed by a UN Peacebuilding Support Office in the Central African Republic. UNOMSIL  -  UN Observer Mission in Sierra Leone Mission Dates:  July 1998 through October 1999Context:  Sierra Leones Civil War (1991-2002) Outcome:  The combatants signed the controversial Lome Peace Agreement. The UN authorized a new mission, UNAMSIL, to replace UNOMSIL. UNAMSIL  -  UN Mission in Sierra Leone Mission Dates:  October 1999 through December 2005Context:  Sierra Leones Civil War (1991-2002) Outcome:  The mission was expanded three times in 2000 and 2001 as the fighting continued. The war ended in December 2002 and  UNAMSIL troops were slowly withdrawn. The mission was followed by the UN Integrated Office for Sierra Leone. This was created to consolidate the peace in Sierra Leone. MONUC  -  UN Organization Mission in the Democratic Republic of the Congo Mission Dates:  November 1999  through May 2010Context:  Conclusion of the  First Congo War   Outcome:  The Second Congo War began in 1998 when Rwanda invaded. It officially ended in 2002, but fighting by various rebel groups continued. In 2010, MONUC was criticized for not intervening to stop mass rapes near one of its stations. The Mission was renamed the UN Organization Stabilization Mission in the Democratic Republic of the Congo. UNMEE -  UN Observer Mission in Ethiopia and Eritrea Mission Dates:  June 2000  through July 2008Context:  A ceasefire signed by Ethiopia and Eritrea in their ongoing border dispute. Outcome:  The mission was ended after Eritrea imposed numerous restrictions that prevented an effective operation. MINUCI  -  UN Operation in  Cà ´te dIvoire Mission Dates:  May 2003 through April 2004Context:  Failed implementation of the  Linas-Marcoussis Agreement, which was to end the ongoing conflict in the country. Outcome:  MINUCI was replaced by the UN Operation in Cà ´te dIvoire (UNOCI). UNOCI is ongoing and continues to protect the people in the country and aid the government in disarmament and demobilization of former combatants. ONUB -  UN Operation in  Burundi Mission Dates:  May  2004 through December 2006Context:  Burundian Civil War Outcome:  The missions goal was to restore peace in Burundi and help establish a unified government. Pierre Nkurunziza was sworn in as President of Burundi in August 2005.  Twelve years of midnight-to-dawn curfews were finally lifted on the people of Burundi. MINURCAT -  UN Mission in the Central African Republic and Chad Mission Dates:  September  2007 through December 2010Context:  Ongoing violence in Darfur, eastern Chad, and northeastern Central African Republic Outcome:  The concern for civilian safety amidst activities by armed groups in the region prompted the mission. By the end of the mission, the government of Chad pledged that they would retain responsibility for protecting its citizens. After the termination of the mission, the UN Integrated Peacebuilding Office in the Central African Republic continued efforts to protect the people.   UNMIS  -  UN Mission in Sudan Mission Dates:  March 2005 through July 2011Context:  End of the Second Sudanese Civil War and signing of the Comprehensive Peace Agreement (CPA) Outcome:  The CPA between the Sudanese government and the Sudan Peoples Liberation Movement (SPLM) was signed, but it did not bring immediate peace. In 2007, the two groups came to another agreement and Northern Sudanese troops withdrew from Southern Sudan.   In July 2011, the Republic of South Sudan was formed as an independent country. The mission was replaced by UN Mission in the Republic of South Sudan (UNMISS) to continue the peace process and protect civilians. This started immediately and, as of 2017, the mission continues. Sources: United Nations Peacekeeping.  Past Peacekeeping Operations.