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.

What signals that the quality of supervision is good or bad Essay

What signals that the quality of supervision is good or bad - Essay Example Employees like to be associated with supervisors who listen to issues that are affecting their performance. Therefore, when the supervision is effective and ensures that the working environment is conducive, employees are unlikely to leave the organization because of the uncertainties concerning the next working place. Employees approach towards the supervisor can signal good supervision. Good supervisors have an open-door policy whereby, employees are free to talk to them on any issues that is related to the job without the use of intermediaries. This can be personal or work-related. These are some of the aspects that affect their performance while working in the organization. Therefore, when supervision is good, employees feel free to talk to their supervisors. Employees respect towards the supervisors is a sign of good supervision. Supervisors who integrate with the employees and listen to them earn themselves respect from the subordinates. This is because the employees recognize their effort to make their workplace more comfortable for them. Good balance between work and other activities in the organization is an indication of good supervision. Good supervisors know how to ensure that the work is done effectively and within the timeframe given. This is through encouraging the employees to work as a single team (Cassidy and Robert 31). However, they treat employees as their fellow human beings. This is through interacting with them in order to rectify a problem rather than commanding or yelling at them. Employees trust on their supervisors is an indication of good supervision. Supervisors guide the rest of the employees towards specific objectives. However, when supervisors fail to offer the group with the direction, they lose the trust of the employees. This can be indicated by employees seeking help from the top-level managers, an aspect that involves overlapping the protocols in the organization. Less conflict in a group is a sign of good

Case Grading Schema (NA) Study Example | Topics and Well Written Essays - 1250 words

Grading Schema (NA) - Case Study Example Thus, while the other departments provided the bank with operational challenges, the HR department was the most affected. This study seeks to delve into the growth of the BoE, with a focus on how the growth has impacted on its effective delivery of services to the customers, as well as how the challenges experienced in the HR department has impacted on the bank’s performance. Summary When it first opened its doors in the year 2001, the Bank of Excellence (BoE) became the center of attraction to many. Despite the fact that it started as a microfinance institution, its growth and transformation to a fully fledged bank took only 6 years, and by the year 2007, it was granted a fully fledged bank status. The bank now prides itself for having 8 branches in different regions, with a growing profit margin every single year, except in the 2012 financial year, when the profit of the bank declined significantly. Several questions have been raised, regarding how the microfinance instituti on registered such a rapid growth, to attain a bank status within 6 years of its operation. First, the innovative product strategy was applied by BoE when it first opened its doors, to give the customers a range of new financial products that were not offered by other financial institutions. BoE specialized in offering low-interest loans to the customers, which were processed fast and the terms and conditions attached were not stringent. This made it easy for the many customers to apply and qualify for loans, which they would not have otherwise been granted by other financial institutions, due to the strict requirements that hindered their application for loans, such as high security and collateral requirements (Falcone, 2009). BoE introduced the system of giving loans to the customers based on movable and other less secured assets, which allowed many applicants to qualify for the loans. Excellent customer service is the other strategy that the microfinance institution had applied t o attract many customers. The microfinance institution ensured that customers were served as quickly as possible, while also ensuring that they got good customer service from its employees. This made the customers feel valued by the financial institution, and thus kept increasing by the day. The microfinance institution had also ensured that its employees are well motivated and enabled, to deliver the best services to the customer, an aspect that helped to build good customer relationship and consequently customer loyalty to the microfinance. There was a direct and cordial relationship between the employees and the management of the microfinance, which made the employees feel appreciated. There was also a reward system for the employees, who were rewarded with bonuses and even promotion, once they performed well and even came up with innovative ideas for the microfinance to implement and benefit the business, the employees and the customers. By the end of its first year of operation , the microfinance had managed to attract over 200, 000 regular customers. This growth trend continued until the microfinance attained a customer base of over one million, and thus applied to be registered as a fully fledged Bank. Analysis The attainment of the bank status was a privilege to the microfinance institution, since it would now benefit more from the central Bank lending, as opposed to when it was just microfinance.

Othello: Emilia the Grander one Essay -- English literature, Shakespear

â€Å"Othello,† the tragic play written by William Shakespeare in 1601 has given a new outlook to women’s right during the time period when they had no voice to call their own. A tragic play about a jealous and manipulative man named Iago who does everything in his power to pursue and destroy the life of the protagonist, Othello. In the belief that Othello had wrongfully promoted someone else to the position that he claims to be rightfully his. In this play, unsure if this was the intention of Shakespeare, but Shakespeare’s two main female characters each embodies a completely different bias about women and feminism during the Elizabethan time period. Shakespeare encircles â€Å"Othello’s† plot and themes around its male characters all the while concurrently but indirectly shed light to the hidden anti-parallel dynamic among the livelihood of women. Desdemona, Othello’s wife, the more traditional female character, believes in putting her hus band first and that love is all that matters. On the other hand, Emilia, Iago’s wife and one of Desdemona’s dearest friends, is portrayed as the stronger feminist in the play and believes in women’s right and that women are physically no different to men. To place this assumption into retrospect, in Shakespeare time, from the 1558 to the 1600s, England society was ruled by Queen Elizabeth. Although a women took ownership of the country, in Elizabethan’s society married women and minor girls were entirely in the power of their husband and guardianship of their father. None the less, even after Elizabeth I took the throne, she was expected to wed and â€Å"have her rights to rule limited or completely take up by her husband† (Wagner, 21). Women living in a society built upon Renaissance beliefs were only m... ... when his lies and deceits destroys innocent lives. In correlation to Shakespeare’s time and with his character Emilia, women should see that in order for a man to successfully thrive, it takes a strong-will and outspoken woman to back him up. On the other hand, afraid of societal and dynamical change, men can only silence change with death like Iago did to Emilia. Works Cited 1. Shakespear, William. â€Å"Othello, the Moor of Venice.† Literature: Craft and Voice. Eds. Nicholas Del Banco and Alan Cheue. 2en ed. New York: Mc Graw Hill, 2012. 1202-1271. Print. 2. â€Å"Feminist Criticism (1960s- present).† Purdue OWL: Literary Theory and Schools of Criticism. Web.25 Apr 2014. 3. Chojnacki, Stanley. Women and Men in Renaissance Venice: Twelve Essays on Patrician Society. Baltimore:John Hopkins UP,2000. 115-169. Ebook.

Management and Organization

Does a strong organizational culture and organizational commitment increase the overall of a firm? Illustrate a real life example to support your arguments. Introduction For choosing this topic for the essay ,It is because organizational culture is the heartbeat of a firm. It determined the way the firm run and the self-value of the founder and the main value of the company ,After reading this essay people can easily under stand the two main element: management practice and innovation and risk taking. And also knowing how the way this two values bring good influence of high performance .The main objectives in the essay is to show people what is the connection between organizational culture,strong organizational culture and commitment of the organization and how they are closely related to the overall performance of a firm. During the essay , theory is there to support the ideas . And to connect the two task we first need to know about organizational culture and the role of it in a co mpany, then we need to understand how does strong culture bring influence to a organizational commitment and how are these three task increase the overall performance of the firm.To present the issues about the organizational culture,strong organizational culture and organizational commitment there is a real -life example explaining that those three factors that could bring good influence to IKEA, a well known global furniture company from Sweden and explain the theory base on the company dynamic. First this essay will examine some background information about the firm, to help readers to understand more detail about how those three factors influence the corporate.Background information of IKEA IKEA was found in 1943 as a mail order company in a small village in the southern part of the Sweden a place called Smaland. . The founder of IKEA is called Ingvar Kampala,and he stared to deliver with a van to the train station, . IKEA has started to use catalogue for selling and provided a place that customer can be use and touch in the 1950s. The company's three main traits were function, quality , and low price.IKEA started to but their goods from the eastern part of the Europe because of the supply problem. In the 1960s, IKEA opened a storehouse in Stockholm for customers to serve them self , IKEA had turned a difficult problems as a special selling way . By now IKEA has develop over 150 shops around the worldKling;Goteman,2003) . Organizational Culture To analyses how strong corporate culture bring the influence to improve the overall performance,Firstly,identifying corporate culture is the first step to start with.Although organizational culture was definite in variety of ways and aspect,many people think that organizational culture is a group of values, beliefs ,ways of working ,principle ,behavior and attitude that share by all of the member and the image of the company. In the other hand,corporate culture should be considered as the correct way that the things to be done and solution of solving the problems in the firm. The culture of the organization also help the managers to make decision by providing better ways to think, feel and take reaction because the culture of the firm is concluded by experience of the elders of the firm.For new employees,culture is the correct way that to react ,so ,culture can continues corporate survival and development. (sun,2008) The function of the organization culture is another key point , first to build up the feelings to people that they are belonging to the firm and personal commitment along the firm, Secondly, creating a competitive edge to enable the members (especially to new members) in the organization to well understand acceptable behavior and social system stability (Sun,2008).Therefore, a excellent company need to have a strong corporate culture which can attract , keeping and prized employees to behave good , achieving goals and performance as a role model for others. And strong culture alwa ys being professionalism and co-operation in the services of common values(Sun,2008). For IKEA, there organizational culture it's a very informal type ,the culture is based on some values that roots in Smalandish or Swedish culture. And things like informality and cost awareness and a â€Å"down to earth earth â€Å"approach.Also letting their employee to be responsible ,during the communicate and training for the new staff there are a few of values and intention held by IKEA that they always mention about. For IKEA, the firm have the thought that organizational culture is a very important part in running a business. It have been focus on our sales, development and also of marketing. (Kling and Goteman,2003). But having a simple culture is not enough and can not fulfill the condition to achieve success, so a Strong organization culture is needed to increase the performance of the firm.Benefit of strong organizational culture Every company are assuming to have a â€Å"Strong Cultu re† , which is always definite as which key value are deeply and widely hold and also bring strong influence among the members of the organization. Culture is a hidden forces that can provides meaning and direction, that is system that can share the meaning, belief and values that can ultimately affect employees behavior, so is much obvious in strong organizational culture.The performance benefit from strong culture are ,Firstly,general consensus and recognition of corporate values and norm help with the social control inside of the firm, people are broadly agree that the specific acts are more appropriate that others , invasion of behavior will be found out much quickly and corrected faster, and the correction may be usually come from the employees come from different department and different hierarchy. Therefore,social control can reduce the cost and much efficiency that the formal control,.Secondly,the strong organizational culture improve the goals alignment with clear org anizational goals and practice, less uncertainty may happen to the employees and they could know how to react with unexpected situations , it also conductive with the coordination, there are less debate chances for different parties in the firm about the best interest. At last , strong organizational culture enhance employees performance and enthusiasm, because they think that they are free to chose what they want(Jesper B. 2002). For IKEA the CEO of the firm that name Anders Dahlvig thinks that â€Å"culture has to have some baring on and support the business idea or very important part of a company ion the senses that the values of the culture really influence the business itself. †Some certain factors need to be much stronger in some of the countries like cost consciousness in China. commitment of the organization Organizational commitment have it's important place ,base on the knowledge f organizational culture we would know that corporate culture shapes people's behavior , and it had also brings big influence in organization, particularly in areas such as performance and commitment. Organizational Commitment is always known as the mentally strength of the attachment between an organizational and the employees, and also refer to the willingness of employee to put their time and energy to their corporate , other than the purely working relationship.According to Lahiry(1994), there was a model that organizational commitment is mixture with three element: affective, continence and nominative commitment that have brings lots of influence. According to Moradi, Hassan and Tohidy Ardahae ,affective commitment is build by three feature, that are belief and accept the organization's goals and value,willing to put effort to achieve the goals and value of the corporate and desire to maintain the membership of the corporate.Continence commitment is that how many the firm need to pay for if the employee leave the firm. Nominative commitment means that employees feelings about bound of remaining the firm. According to Lahiry(1994), â€Å"practitioners should pay special attention that defensive culture patten were found to be positively related to continence commitment. † A high scale of continence commitment may tired up the employee to the firm.In the example of IKEA, the CEO ,Anders Dahvig said that in different countries and market there are different of the values ,national boundaries is not the main attention, It is more about personal , some of the time the difference between one store and another can be even bigger than the store between one country and another, how is the individual managers doing is much more important, because of the different level of the commitment the employee hold, it really influence the culture.Putting attention on culture is to be fair when you are hiring people, you assess and choose a person, then when the operation go on, you will know that a typical of behavior will be prized and it is the way t o streamline . And employee can analyses if the value of the company is suitable for them or not. So the staff who leave are the people that having the organizational commitment . Overall performance For the organizational culture numbers of the research also show that to assume thepresence of a â€Å"strong† culture as a positive influence on orporate performance . According to Han(2012) , an analysis show that the impacts of types of organizational culture affects on corporate performance , showing that family-like clan culture and the entrepreneurial Adhocracy culture had a good influence on the growth of the financial performance. It also show that a strong ,appropriate culture brings effect on the financial performance . The relationship between them are direct, however it always bring effect of strategic orientation.So if the managers put more time and effort a much stronger culture it will improve there performance through increasing interest in culture that employees will like, so the organizational commitment will certainly increase. In IKEA, they allow lots of freedom depending on their employee that who they are and what their specific skills are basing on their core culture value and they had try to connect there culture with their company image, and they also wants the leaders in the IKEA , build up their own style basis on there organizational culture.They also build there selling points base on one of their culture-cost consciousness, they are not the traditional furniture company that had target their customers as middle age people, but on the young families and young people that has low financial foundation and the furniture has to be assemble by yourself. For Organizational commitment, according to Lam (2011), â€Å"that salespeople's dispositional competitiveness relates to their discretionary performance and that affective commitment mediates that relationship†.It had also provided more details evidence that competitive salesp eople commit more emotionally to their corporate when they think their work atmosphere to be more competitive. That study show that affective commitment is another mediator, which helps to clarification why competitive employee are willing to perform discretionary activities behalf of organizations and customers. That findings had show that hiring person that share the same value and goals with the organization is important and affective commitment helps to explain why competitive individuals make good employees.The impact of a competitive personality on affective commitment is always interrelated , it explain that competitive individuals feel emotionally attached to the organizations. In IKEA, there were a lot of co-workers in the company, but there are some turnover of staff that affected in the company, so IKEA need to hire 20,000 new staff into the firm every year , they should get training to met customer basis on the value of the firm, it help the firm to build up their cultur e strongly and connected them the corporate image.They are also selected during the recruitment that share the same value as IKEA, Increasing the organizational commitment ,so the firm can decrease the percentage of turnover and reduce the expense on training new staff , and the loyalty of the employee will improve . The relationship between employee and organization is not purely working relationship. IKEA also give questionnaire to their co-workers of the feeling of the firm , and try to improve the satisfy of their employees. ConclusionFor conclusion , strong organizational culture and organizational commitment have bring improvement to the overall performance of the firm , in management and financial . Strong organizational culture is the organizational culture that had been widely and deeply held by their employees , it help the corporate to improve their financial performance, For IKEA,they allow freedom to their leader to build their own management style basis on the value of their company ,they are also building their core value as there products selling points.Organizational commitment is a mentally strength of the attachment between the employee and the organization, it help the organization to decrease there staff turnover and reduce the expense on training, so strong organizational culture and Organizational commitment has increased the overall of the firm and people can understand much easily basing on the example of IKEA. References Daniel I. 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