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

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 CERTIFICATIONThis 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 Read this  Respiratory ActivityThe 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;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 t hesis 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 DEDICATIONTo 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 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?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  "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 ha ve 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 h elp 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‚¬ ¦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 3METHODOLOGY 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‚¬ ¦Ã¢â‚¬ ¦ 14 Statistical Technique Used †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 4PRESEN TATION, 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‚¬ ¦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¢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‚¬ ¦.. 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‚¬ ¦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‚¬ ¦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 the 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 HighSchool 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 LIS T 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‚¬ ¦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 difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation f actor.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 t his 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 w hole 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 educat ional 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 sin ce 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 pro blems 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 a nswers 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 responden ts 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 the y 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 fin dings.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 m ade 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 validati on 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 h ad 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 occu pations 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 parentsBelow 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 seri ous, 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 presented, analyzed and ranked in the succeeding tables through topical discussion. a. Students’ Personal ProblemsThere are seven listed probable personal problems that a student may encounter. Table 2 shows the personal problems of the students. The first column shows the personal problems. The second and third column shows the frequency and the mean. On the last column is found the qualitative response of the different personal problems of the students. TABLE 2 High School Students’ Personal Problems ProblemsFrequencyMeanQR Personal Factor54321 1. Lack of money for paying contributions1262120212. 6Moderately serious 2. Lack of money for transport in school761216392. 075Less serious 3. Lack of money for paying books1181524222. 25Moderately serious 4. Lack of money for having snack s45918441. 838Less serious 5. Family problems11111820202. 663Moderately serious 6. Sickness or health problems9112218202. 638Moderately serious 7. Love life164811412. 288Less serious 8. Others (specify)000000 Based on the answers of the students it could be noted out that out of the seven (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 were 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. TABLE 3 Summary of Test on the Personal Problems encountered by High School Students of CSULHS Test Statistics Computed Value Tabular Value Decision Interpretation Chi-square 58. 3765 42. 98 Rejected HOProblems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of personal factor.In order to prove the hypothesis, the chi-square was used. As shown on the table, the computed value is 58. 3765 which are far from 0. 01 having a tabular value of 42. 98. Since the tabular value is less than the computed value, the hypothesis is rejected. b. Students’ School Problems Table 4 shows the students’ school problems. On the first column are the listed problems. Under the second column is found the frequencies while on the third and last column are the mean and the qualitative response. TABLE 4 High School Students’ School Problems ProblemsFrequencyMeanQR School Factor54321 1. Too difficult subjects2012241773. 63Moderately serious 2. Lack of available reference materials9141824152. 725Moderately seriou s 3. Too many assignments1815211973. 225Moderately serious 4. Too difficult projects2415191753. 45Moderately serious 5. Lack of interest on the topics discussed1410242663Moderately serious 6. Incompetent teachers9112324132. 738Moderately serious 7. Too strict teachers1392126112. 838Moderately serious 8. Favoritism of teachers 18122513123. 138Moderately serious 9. Poor method of teaching12101823172. 488Less serious 10. Absence or lack of teachers881227252. 338Less serious 11. Rejection by teachers10101228202. 25Moderately serious 12. Boring teachers15112321103Moderately serious 13. Overloaded requirements23132013113. 3Moderately serious 14 others (specify)000000 It could be noted base from the answers of the high school students shown in Table 4, that 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.TABLE 5 Summary of Test on the School Problems encountered by High School Students of CSULHS Type of Test Computed Value Tabular Value Decision Interpretation Chi-square 88. 2767 76. 15 Rejected HOProblems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 88. 767 which are far from 0. 01 having a tabular value of 76. 15. Since the tabular value is less than the computed value, the hypothesis is rejected. c. Students’ Peer Problems Listed on the t able 6 are the problems regarding with the peers. The first column contains the problems regarding with the peers. The second and third column shows the frequency and the mean while the last column shows the qualitative response. TABLE 6 High School Students’ Peer Problems ProblemsFrequencyMeanQR Peer Factor54321 1. Bullying1491319252. 463Less Serious 2. Peer Pressure9141818212. 65Moderately Serious 3.Bad Influence of Peers13191615272. 575Moderately Serious 4. Others (specify)000000 Based on table 6 it could be noted that of three (3) listed problems with their peers, the high school students rated 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†. TABLE 7 Summary of Test on the Peer Problems encountered by Hig h School Students of CSULHS Type of Test Computed Value Tabular Value Decision InterpretationChi-square 4. 94 20. 09 Accepted HOProblems encountered by high school students and the degree of difficulty they are encountering do not differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 4. 94 which are far from 0. 01 having a tabular value of 20. 09. Since the tabular value is greater than the computed value, the hypothesis is accepted.CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the study, the findings arrived at and the conclusions and recommendations. Summary The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness o f 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? The respondents of the study included only 80 high school students enrolled ta Catanduanes State University Laboratory High School.The descriptive survey method of research was used in this study with the questionnaire as the main tool for gathering data. The data gathered from the questionnaires were tallied, tabulated, analyzed and interpreted. Findings Based on the data gathered, the following findings were drawn: 1. Students’ Profile a. Majority of the high school students belong to the age bracket 13-14 with a frequency of 38 or 48%, 4 or 5% belonged to the age group 11-12. Fifteen to sixteen age brackets had 31 or 39% while 17-18 age brackets had 7 or 8% of respondents. b. In gender 38 or 47. % of the respondents were male and 42 or 52. 5% of the respondents were female. c. For the educational attainment of parents, the majority of their fathers were college graduates (65 fathers or 81%); 8 or 10% were college undergraduates; 2 or 3% were elementary undergraduates; and 5 or 6% were high school graduates. In their mothers’ educational attainment, majority were college graduates (74 mothers or 93% ); 3 or 4% were college undergraduate, 1 or 1% was high school undergraduate, and another 1 or 1% wa s elementary undergraduate. One or 1% was high school graduate. d.In occupation of parents, the majority of the fathers of the students were self-employed (39 fathers or 49%); 4 or 5% were unemployed; 30 or 38% were government employees; and 4 or 5% were classified as others. In the occupations of the mothers of the students majority of them were government employees (45 mothers or 56%); 9 or 11% were unemployed; 22 or 28% were self-employed; and 4 or 5% were classified as others. e. In the monthly income, the majority had an income of P 26,000 and above. Four 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% . 2.Students’ Personal Problems 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 were 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. 3. Students’ School Problems Base 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. 4. Students’ Peer Problems 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 Pressureâ₠¬  got the highest mean for â€Å"moderately serious† which have 2. 65. The statement â€Å"Bullying† got a mean of 2. 63 for â€Å"less serious†. Conclusions The following 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 which regards to the school factor, the majority of the high school students agree to too difficult projects. . The problem which regards to the peer factor, the majority of the high school students agree to the peer pressure. Recommendations 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 for the students participate well in the class, avoiding favoritism and rejections to them. 3. In peer problems, we recommend them to have some self-esteem and make their own decisions. BIBLIOGRAPHY A. BOOKS Calderon, Jose F. Methods of Research and Thesis Writing. Mandaluyong City: Cacho Hermanos, Inc. , 1993 Calderon, Jose F. and Expectacion C. Gonzales.Methods of Research and Thesis Writing. Mandaluyong City: Quad Alpha Centrum Bl dg. , 2008. Calmorin-Paler, Laurentina and Melchor A. Calmorin (2007). Research Methods and Thesis Writing, 2nd edition. Manila. B. UNPUBLISHED THESIS Balingbing, Kristine Kay T. , Jann Ursula Aree S. Ibones. Problems Encountered by Junior and Senior High School Students in their Research Subject, 2011 Bueno, Carmela T. Reading Habits and level of Reading Comprehension Skills of Sophomore Students at Catanduanes State Colleges Laboratory Schools 2012 Sorra, Reginaldo King Ramos. Problems Encountered By Students of CSCLHS Staying with their Relatives. 2001.

Self Destruction In Dr Faustus And Macbeth English Literature Essay

In the unsafe kingdoms of Renaissance supernatural belief, ‘He who walketh in darkness knoweth non whither he goeth ‘ ( 4 Cosin ) . During the sixteenth and 17th centuries, Europe was possessed by an intense, unfortunate fright of malcifium, the menace of enchantresss, devils and the Devil himself. Infiltrating every country of life, no minute was free from possible contact with these awful animals, which were accepted as non merely endangering but a existent phenomenon. The demand to derive control over this devilish, apparently unstoppable force, led to the publication of plants such as The Malleus Maleficarum ( 1487 ) and Daemonologie ( 1597 ) , which non merely catalogued the supernatural menace, but besides questioned the relationship between worlds and the Devil. Beneath the absolute belief of the being of these malicious existences, these plants speak strongly about our ain destructiveness, leting a relation between the fright of the paranormal and the fright of th e unknown, potentially destructive possibilities the Renaissance ushered into Europe. Given the societal centrality of the supernatural, it is unsurprising that when such animals debuted upon the phase, the play they haunted became cardinal in the commotion of horror, craze and machination. The Tragic History of Dr Faustus and The Tragedy of Macbeth, written by Christopher Marlowe and William Shakespeare severally, present two supporters who embody the powerful self-government of Men exposed to the luring possibilities of the Renaissance. Marlowe and Shakespeare were consciously cognizant of the province of panic environing the supernatural, but besides the ‘burgeoning enthusiasm of the period about humanity and its powers ‘ ( 3 Mebane ) . However, due to the heavy haze of superstitious notion that bewitched the common modern-day head, the supernatural elements in these dramas overshadowed the psychological geographic expedition of the vague parts of adult male. It is hence necessary to follow the form between the subjective every bit good as the nonsubjec tive immorality within the dramas to find the nature of Macbeth and Faustus ‘ self-construed devastation. Clark argues that because ordinary work forces and adult females interpreted misfortune as being caused by witchery, they were distracted from ‘the existent significance of their affliction ‘ ( 450 ) which was ‘the duty for events ‘ ( 450 ) . Therefore this essay will seek to find Faustus ‘ and Macbeth ‘s personal duty for their ain ruin, admiting both modern-day and modern positions. The ageless commotion of supernatural beliefs, brushs and frights kept societies of the Renaissance period suspended on the border of the boundary line between world and the occult. After digesting monarchal turbulency and the destructive effects of the Reformation, the 1580s to the 1600s in England were characterised by warring spiritual and political cabals, economic adversity and menace of foreign invasions, apparent in events such as the executing of Mary Queen of Scots in 1587 and the subsequent launch of the Spanish Armada in 1588. King James I, who experienced the reverberations of these events foremost manus, attributed his bad luck to the intercession of the Devil and witchery. Following his engagement in the North Berwick Witch Trials of 1590, he wrote the Daemonologie ( 1597 ) which reinforced the resoluteness of The Malleus Maleficarum ( 1487 ) that the fallibility of adult male was mostly to fault for the presence of evil due to God ‘s determination to let worlds s elf-determination, indicating to the duty of adult male. The innovation and rapid development of the publishing imperativeness from 1440 onwards meant that the circulation of thoughts and theories around Europe expanded vastly, opening up a new sphere of cognition to be explored. Maxwell-Stuart argues that the character of the Reformation was in many ways destructive, due to the crashing of spiritual ideals ( 115 ) . When using this expression to the Renaissance character, there is a similar destructive result. The ardent pursuit of cognition that enticed ungratified work forces beyond the ‘lawfull artes of scientific disciplines ‘ ( 10 James VI ) , meant that they succumbed to ‘the slipperie and uncertaine graduated table of curiousitie ‘ ( 10 James VI ) , taking them, in modern-day eyes, to the Devil. The Faust fable, in which a work forces sells his psyche to the Satan to capture this infinite cognition and power, is hence the perfect frame in which to capture the self-construed ruin of an ambitious character. Sh akespeare, on the other manus, drew inspiration from the Scots fable of King Macbeth. As the Scots monarchal line had ne'er been broken by foreign invasion, unlike England, the Crown was the prototype of power in Scotland. Apparently written to blandish James I, who was rumoured to be a descendent of Banquo, Shakespeare draws on the history of Scots male monarchs in order to underscore the magnitude of the power that tempts Macbeth. The gradual soaking up of Scotland into England with the combined monarchy of James I resonated with already bing frights of the unknown that society contributed to the Devil and his work. Before we can look at Dr Faustus, we must admit the disparity between the 1604 and 1616 publications. The bulk of grounds points to 1588 as the day of the month of the first production ( 282 Summers ) , but the drama was non published until more than a decennary subsequently. Nicholas Brooke argues that ‘The 1616 text is the nearer to what Marlowe wrote, and it retains more to the full the Morality drama characteristics which distinguish Faustus ‘ ( 94 ) . This statement is relevant to the subject of self devastation as it links to the thought of self-government. In the A text, a cardinal line reads: ‘never excessively tardily, if Faustus can atone ‘ , whereas in the B text it is changed to: ‘never excessively tardily, if Faustus will atone ‘ . The early version suggests Faustus is subjective to the outside forces, while the ulterior version suggests it is Faustus ‘ pick if he will atone. However this dissension is utile as it echoes the conf licting positions of modern-day audiences with modern twenty-four hours critics, and is something this essay will turn to. -Maybe travel this paragraph to earlier in the essay? Renaissance Christianity classified the Devil as the great adversary of God, alongside hosts of devils and enchantresss who worked jointly for ‘the self same generall ende, of scoring mankinde ‘ ( 2 Cosin ) . He is besides ‘the incarnation of an excessive pride, which led to his noncompliance and autumn ‘ ( 43 Maxwell-Stuart ) . The Devil is, hence, an of import figure, as his ‘overweening pride ‘ and fall relates to this destructive character, and is therefore an interesting psychological symbol to compare with Faustus and Macbeth. Yet, inquiries refering the echt power that the Devil had over human existences perplexed modern-day theologists: ‘were such visual aspects simply semblance, and if so, was the semblance created by him ‘ ( 68 Maxwell-Stuart ) . The portraiture of the Devil ‘s work upon the phase addresses this inquiry – the theater demands that we believe things that are non existent, yet the violent belief in t he world and the ocular devastation of these work forces speaks strongly to our ain, built-in destructiveness. In Dr Faustus, it is the treaty that binds Faustus to Mephastophilis, nevertheless all the needed elements to seal the treaty must be completed by Faustus. ( sentence needs a spot of tweaking ) Mephistopheles repetitively assures Faustus of the importance of his engagement: ‘But Faustus, 1000 must will it solemnly, / And compose a title of gift with thine ain blood ‘ ( 34-35: 5 ) . The accent on ‘thou must ‘ and ‘thine ain blood ‘ underscores Faustus ‘ lone duty, while the ‘deed of gift ‘ explicitly implicates Faustus in the act of giving his psyche, instead than it being taken by Mephistopheles. It is possible that Mephistopheles is pull stringsing Faustus, nevertheless Faustus ‘ chesty attitude surpasses any effort of Mephistopheles: ‘Faustus: What God can ache thee, Faustus? ‘ ( 25 ) Yet beliefs at the clip would hold suggested otherwise. Kramer and Sprenger, writers of The Malleus Maleficarum, determined that the Satan could non impact ‘natural actions, such as feeding, walking and standing ‘ ( 127 ) , nevertheless he could ‘affect the interior illusion, and darken the apprehension ‘ ( 123 ) , proposing Faustus ‘ desires may hold been heightened, as is seeable through the evil angel ‘s reminders of the wealth and power that awaits Faustus. This is evocative of the nature of the prognostications in Macbeth. Many readings of the prognostication were go arounding Europe at the clip, nevertheless the Daemonologie stated that the ‘Prophecie proceedeth onelie of GOD: and the Devill hath no cognition of things to come ‘ ( 3 James VI ) . One supposed power of the Satan was to engraft ideas by manner of seduction. If we consider the pretension of prognostication may hold been used in order to impact Macbeth ‘s ‘inner illusion ‘ , so we can see how the prognostication may hold been used non as a anticipation but as an evil tool. Furthermore, while the prognostications are spoken with supernatural presence, when they come to go through it is in non-supernatural fortunes. For illustration, Macbeth believes that he shall ne'er be threatened until ‘Great Birnam Wood to high Dunsinane Hill/Shall come against him ‘ ( 92-93: Act 4 Scene 2 ) . However the wood does travel but merely as the soldi ers of Macduff use the subdivisions from the trees as camouflage. One the other manus, the Devil ‘s presence is ever alluded to: ‘Banquo: What, can the devil speak true? ‘ ( 108: Act I Scene III ) . Therefore, if the audience believes the Devil is at that place, so he will be, as demonstrated in the reported visual aspect of excess Satans upon the phase in public presentations of Dr Faustus. The metaphysical universe of immorality is merely seeable when the audience are removed from the haze of craze and fright that ruled them in modern-day times. Nicholas Brooke argued that: ‘On the one manus, supernatural manifestations are external to adult male ; on the other they are partially suggested as nonsubjective realisations of psychological struggle ‘ ( 93 ) . While this complicates affairs, it acknowledges both the beliefs of the modern-day audience and alerts us to Shakespeare ‘s appreciation of psychological projection. We must see so, the personality and scruples of Macbeth and Faustus. The thought that the bad lucks allegedly brought by witchery were chiefly a affair for the scruples was dominant among the Protestant curates of early modern Europe ( 445 Clark ) . Machiavelli held pessimistic positions about the nature of adult male, claiming that all work forces were inherently evil, and this claim has survived until modern times, with Eliot asseverating that ‘we are all, of course, impure ‘ ( 103 ) . It is difficult to state if Macbeth would hold committed the slaying had the thought non been implanted, yet the fact he goes on to slay Banquo and Macduff ‘s household demonstrates an evil run that would non be present in a moral adult male. Furthermore, the legion mentions to Macbeth ‘s aspiration demo his duty: ‘I have no spur/ To prick the sides of my purpose, but only/ Vaulting aspiration ‘ ( 25-27: Act I Scene 7 ) . He has nil to halt him from his homicidal p urposes, once more underscoring his deficiency of ethical motives, and has merely his aspiration to drive him on. However, his scruples is profoundly affected by his slayings, as evident in the visual aspect of Banquo: ‘Thy castanetss are marrowlesse, thy blood is cold: / Thou hast no guess in those eyes/ Which thou dost blaze with ‘ ( REFERENCE ) . Again frequently considered to be an objectification of Macbeth ‘s guilt, the deficiency of ‘speculation ‘ in Banquo ‘s eyes to the full hold Macbeth responsible for his slaying. Furthermore, the perturbation of Macbeth ‘s mental province emphasises the extent of guilt he feels, proposing he besides realises the entireness of his duty in his eventual destruction.- This all seems to suit in truly good with the paragraph stoping ‘ambition to drive him on'- Maybe intergrate them or at least set this one heterosexual after? Modern critics mostly take the position that the enchantresss are: ‘nothing more than the objectification upon the phase of Macbeth ‘s evil passions and desires ‘ ( 397 W. Curry ) . Macbeth observes them vanishing and exclaims: ‘Into the air ; and what seemed corporal/ melted, / As breath into the air current. Would they had stayed! ‘ ( 81-83: Act I Scene III ) . Their unsubstantial signifier and the simile ‘as breath into the air current ‘ represent the fleeting ideas within Macbeth ‘s head, the deep whirl of possibility that has struck him at this precise minute. On modern-day phases, the disappearing of the Witches may hold been hard to show in this manner, nevertheless in the book we can see the imitation of idea. The repeat of ‘All hail, Macbeth ‘ ( 54 -58: Act I, Scene III ) echoes the resonance of the possibility within Macbeth ‘s head. Montague Summers provinces: ‘They are non agents of immorality, they a re evil ‘ ( 287 ) , hence if the Witches are contemplations of Macbeth ‘s head, we must assume his personality is besides evil. Similarly to Macbeth and the enchantresss, we could reason that the Good and Evil angels are merely objectifications of Faustus ‘ scruples and personality. The incarnation of his scruples upon the phase would expose to a modern-day audience a conflict between adult male and immorality, to modern audiences it shows a battle with the ego, one which Faustus rapidly looses. He states that it is non merely the words of Valdes and Cornelius that have persuaded him to rehearse the dark humanistic disciplines, but ‘mine ain phantasy ‘ ( 103: 1 ) . Eliot argued for the ‘alarming importance ‘ ( 96 ) of personality. He surmises that ‘strong passion is merely interesting or important in strong work forces ; those who abandon themselves without opposition to exhilarations which tend to strip them of ground, go merely instruments of feeling and free their humanity ‘ ( 97 ) . This is the instance with Faustus and Macbeth, who separately abandon all oppositi on to their desires, non because of the Devil, but because of their ‘strong passion ‘ . Contemporary histories of Marlowe ‘s decease vary greatly yet are all belittling. Thomas Beard remarked that Marlowe died as a consequence of his profane furies, stating ‘He even cursed and blasphemed to his last gaspe ‘ ( 11 ) . Marlowe was besides likened to the Satan, with his decease being described as him holding ‘yielded up his stinking breath ‘ ( 12 Meres ) , about as though he had been exorcised. However, as the supernatural belief that grasped England began to loosen, the superstitious notion was stripped back from his individual and he was appreciated as a complex and misunderstood author. Faustus was besides studied as an person instead than an agent of immorality. Faustus besides began to have the same intervention. Later critics began to look at Faustus as an person, instead than a despicable misbeliever. William Hazlitt radius of ‘the freshness of the imaginativeness ‘ ( 17 ) , and while his lecherousness for power is still ackn owledged, it is understood in the context of a adult male whose ‘unhallowed wonder ‘ ( 16 Drake ) spurred him to the border of the huge abysm of the unknown that the Renaissance civilization of cognition ushered in. We can understand hence understand Faustus suicide as a merchandise of the race to get rid of the unknown. Macbeth has non been given the same intervention, as his homicidal workss mark a disturbed character instead than one of despairing wonder. Yet, like Faustus, he does embody †Everyman ‘ ( 24 Ellis-Fermour ) , as he is driven by the destructive forces of the pandemonium that marred Shakespeare ‘s clip, that potentially could impact anyone with a desire for power.

Counseling Children in a Community Setting Essay

This article deals with the effects of loss on children of both a primary and secondary nature. Events such as the death of a parent or friend and the resulting consequences can be difficult for a child to deal with, depending on what stage they are at developmentally. Other losses such as personal possessions, those resulting from abuse or a sudden change in a child’s life can also be difficult (Goldman, 2004). The author also discusses, according to Piaget’s developmental theory, how children deal with loss. Younger children can often have trouble understanding why a loved one died may connect an event to the death that is not even related. Older children are curious as to the events and reasons for the loss, tending to seek answers as to why the death occurred. It is recommended that when speaking to children about death, an age-appropriate explanation should be used. Children need to have information that clearly defines specific type of death that has occurred, such as a murderer or an accident (Goldman, 2004). To help children effectively cope with a sudden loss, Goldman proffers several options that can be productive. Having a team that focuses on supporting the child can be very beneficial to bereavement counseling. This team has members from: the family, school and includes the counselor. The team assesses exactly what losses have occurred to the child and what developmental stage the child is at. Based on this information, the team can set up a plan for supporting the child (2004). Other methods that can be used to help the child include helping the family communicate about the death, support groups, play therapy and focusing on early intervention. The author stresses the importance of having an all-around knowledge of the circumstances and that considering the consequences that the loss will have on a child’s whole life experience (Goldman, 2004). References Goldman, Linda. (2004). Counseling with children within contemporary society. Journal of Mental Health Counseling, Volume 26, no. 2, 168-187.

Meet the BRICs Case Study Example | Topics and Well Written Essays - 250 words

Meet the BRICs - Case Study Example Measuring success in these countries is a matter of some debate. There are people out there who believe that the best predictors and methods of measuring quality of life and prosperity are environmental indicators. Others think power purchase parity is the most useful. While this latter measure does adjust relative prices in different economies, it is rather specific. As are environmental indicators. The BRICs are a diverse group of countries. The best way of measuring their success is also the bluntest: GNI per capita. This is a blunt tool and it is the most general. For our purposes, there it is most useful as it takes into account all sectors of the economy and is not tripped up on specific aspects such as environmental factors. The human development index can provide information about how people are living, but if we want to know raw data on growth for comparative purposes—a must in economics—the GNI per capita will tell us this. It is the most useful index to gener ally compare these

Liability for an Employees Assaults Case Study Example | Topics and Well Written Essays - 2500 words

Liability for an Employees Assaults - Case Study Example The discussion that follows explains why. Vicarious liability is a legal concept assigning responsibility to an employer for the negligence or prohibited conduct of an employee acting in the course of his duties at work. If the conduct is in no way connected to the employment the employer will not be held liable. There are several reasons for the doctrine of vicarious liability and Michael A. Jones offers perhaps the best synopsis. Jones explains that vicarious liability can be justified on the following grounds: "(1) The master has the 'deepest pockets'. The wealth of a defendant, or the fact that he has access to resources via insurance, has in some cases had an unconscious influence on the development of legal principles. The courts have established and developed a three tier test in order to determine whether or not the tortfeasor is an employee and his employer is vicariously liable for the conduct of his or her employee. The three tier tests are: "the control test"2, "the integral test"3and "the multiple test."4 The control test is satisfied if the employee is under the control of the employer. For instance if the employer can terminate the employee for failing to carry out the employer's instructions, the employee is under the control of the employer. ... likely to be considered an employee and if the employer is at liberty to hire the employee and to terminate his services he will in all likelihood be deemed an employee within the context of the control test.5 Margaret Simpson should have no difficulty establishing the control test for the purpose of having Tom deemed an employee of AFS. He himself stated that he was "only doing his job." Moreover in attempting to justify his conduct he stated that he was responding to comments about his poor performance made by his manager Sarah Harper. This statement is a manifestation of the control Tom's employers had over the manner in which he performed his duties. There were also previous talks about job losses and performance targets which would suggest that Tom was an employee under the control of AFS. By virtue of the integral test, if the employee forms an integral part of the business and is not merely incidental to the business then he will be deemed an employee.6 Tom Barnes is employed at AFS' headquarters in the position of product sales executive. AFS as a financial services business and selling its products can not in any way be viewed as merely incidental to the success of the business. Therefore it is fair to assume that Tom Barnes, a product sales executive is an integral part of the business. The multiple test is an amalgamation of the control and integral tests. In Ready Mix Concrete (South East) Ltd v Minister of Pensions (1968) 2 QB 497 it was held that the multiple test is satisfied and an employee is said to be under a contract of service if he is paid for his services, is under the control either expressly or implicitly of his employer and if there are other terms and conditions reflective with an employment contract.7 On the facts of the case for

What is Fannie Mae and Freddie Mac. What was their mission, and how Research Paper

What is Fannie Mae and Freddie Mac. What was their mission, and how did it influence the whole financial meltdown in 2008 What is going on right now with them - Research Paper Example This in turn, made ownership of affordable housing easily and widely available. The company allows its clients to reinvest their property and assets in order to earn more profit and thus, increase the number of money lenders in the market. Fannie Mae also assisted banks in issuing a greater number of housing loans. Since 1968, Fannie Mae has become a publicly traded organization and has held the monopoly of the mortgage market for as long as thirty years since its inception. In 1970, Fannie Mae acquired a higher status in the market and now got the authority to buy private mortgages. Also, the federal government created the another similar firm, the Federal Home Loan Mortgage Corporation, more commonly known as Freddie Mac in 1970 with the aim to compete with and thus help improve the standards of Fannie Mae in the market (Kate). The company started its work by buying mortgages in the market, pooling them up and selling them to the investors with a ‘backing security’. This allowed the lending money available in the market to increase and hence, more home purchases to be available for the customers. Together, the two companies brought great and rapid changes to the US economy. They formed a type of liquid market for the mortgages which defined a very important new rule in the market according to which, the financial institutions did not have to hold on to the mortgages and could easily sell them in the market (Peter 18). In this way, the funds of the companies were freed and they could use it to make further additional mortgages. Thus, the Fannie Mae and Freddie Mac together had a very positive impact on the business market (Duhigg, Friday). Rates of home ownership were also increased in the country and the companies earned large profits in the mere space of two decades. They raised enough money that allowed them to buy mortgages from a number of varied sources which included both pension and mutual funds and also, the

Gustav Klimt Research Paper Example | Topics and Well Written Essays - 2000 words

Gustav Klimt - Research Paper Example In most cases, the most fundamental subject that he focused on was on the female body. According to most of his paintings, Klimt’s works possess frank eroticism. This paper will discuss the theme of love that is evidently portrayed in several paintings by Gustav Klimt. As stipulated above, Klimt has made a vast contribution in visual arts and film studies, in relation to his paintings. In 1897, he was one of the founding members of the Vienna Secession. This group aimed at providing the young and upcoming artists to show case their talent and bring works from other artists to Vienna. In fact, this group encouraged all styles including naturalists, symbolists and realists (Kallir 1995, 23). In 1894, Klimt was commissioned to come up with three paintings that were supposed to be used for decorative purposes in Vienna University. When he completed the paintings, several critics highlighted that the material was pornographic. In the paintings, he had altered symbolism and traditio nal allegory to a new language that was rather disturbing. Therefore, the paintings, which were supposed to be used in decorating the ceiling of the Great Hall in the university, were destroyed because of the public outcry. Afterwards, during the late 1890s, he painted several landscapes. According to some of his works, it is also notable that nature was a prime subject to Klimt (Kallir 1995, 15). ... 1 Some of the most common paintings that reveal this theme include â€Å"The Kiss†, â€Å"Love†, â€Å"Fulfillment† and â€Å"Death and Life†. The Kiss that was painted by Klimt around 1907 is known for its gilded style (Klimt Museum 2012). During this period, Klimt was 45 years, and he was living together with his mother and his two unmarried sisters. He was known as a man with a vicious sexual appetite. Sources confirm that Klimt had fathered at least three illegitimate children. Therefore, he had a fascination with eroticism and love. This painting presents a couple with their bodies entwined and embracing. The couple is adorned in robes that are decorated in a unique style, which is influenced by organic forms of Art and Craft and the linear constructs of Art Nouveau. In this painting, the couple is positioned at the boundary of a patch of flowery field. The male figure in the picture is dressed in a robe with black and white rectangles that are placed on a gold leaf that is also decorated using spirals (Kallir 1995, 17). The male figure in the painting also has a vine crown on his head while the woman’s hair is sprinkled with flowers. The woman’s tight-fitting dress has oval motifs. Her face also dazzles forming a halo-like circle that extends to her chin in what seems like a necklace. There are various individuals who claim that the female figure in this painting is a model who was known as Red Hilda. According to several critics, this is the most popular painting from Klimt. This painting is composed of conventional oil paint that also includes gold leaf layers which give the painting an evocative appearance. Also, in this painting most critics claim that Klimt had a perverted thinking (Neret 1999, 20).

Finance Case Study Example | Topics and Well Written Essays - 1250 words - 1

Finance - Case Study Example modern technology has eased investment in the international market since several platforms for monitoring the progress of subsidiary firms are available online. Before entering the foreign markets, the BFIS should consider several factors to avoid suffering huge losses as discussed below. The level of competition in the international market is a fundamental consideration for making a foreign investment. Investing in the foreign market is an expensive venture that requires maximum caution. BFSI should assess and evaluate the level of competition in the international market to identify the techniques that need to be put in practice before initiating any investment. It is imperative to note that the level of competition influences the profit margin of an enterprise. In this regard, market competition should not be overlooked when investing in the foreign markets (Hiles 141). In most cases, business enterprises develop marketing techniques that are aimed at driving competitors out of the market. For this reason, BFSI requires to assess the nature of competition in the various foreign markets before establishing any investment. The government is usually involved in the money market for regulation and maintenance of ethical standards. In addition, the governments of various countries impose taxes either to encourage or discourage foreign trade. Some policies enforced by the governments of various countries may be harmful to BFIS’ foreign investment plan. For instance, high tax rates may lower the profit margin and eventually limit further expansion of the industry in the international market. Some countries are quite conservative and are usually not welcoming to new investors. Essentially, government policies might favor further expansion of an enterprise or discourage its dominance in the foreign markets. The international financial market is highly influenced by the nature of customers in particular countries. The groups of people participating in the

The Arguments for and Against the Right to Have an Abortion Assignment

The Arguments for and Against the Right to Have an Abortion - Assignment Example Roe v Wade was both seen as a victory and defeat. As the Texas law prohibiting abortion was put under debate and ended with women having the right to choose for themselves (Lively & Weaver, 2006). Because the debate over this controversial legislation has been the foundation of many platforms for politicians, the public has continued to be depressed by this conflict of ideas. There are a number of different reasons why people will come down on the side of making abortion illegal. In Texas, where the Roe v Wade controversy began, the state was justifying the restriction of abortions based on the idea that a fetus is a person and therefore the life interests had to be protected under the due process clause, which is in the 14th amendment. Justice Harry Blackmun, who wrote for the majority did not accept this promise. Although a fetus may be a life under some religious and moral codes, the majority decided that it could not be considered a fetus in a constitutional framework. Blackmun believed that the rights given under due process of the 14th amendment should be extended to women as well. And therefore this conflict came down on the side of women rather than the fetus (Hall & Clark, 2002). In 2005, the number of abortions in the United States was approximately 19.4 per 1000 women. Of that percentage, 3.2 per 1000 were given to women under the age of 15. The right to have an abortion has had a significant effect on the plight of women is not well supported in the United States in terms of providing for and giving care to children when they are left without a partner. The welfare system is not set up to help women raise children, but rather to try and get them out working in conflict with the act of raising children. One strong argument for the legalization of abortion is that the state does not provide enough support, and society has a negative attitude towards women were trying to raise children but do not have the economic  means to do so on their own.

Speech on Dicken and Chandler or Presentation Example | Topics and Well Written Essays - 500 words

On Dicken and Chandler - Speech or Presentation Example The multinational companies do not always fulfil their share of bargain of developing the country they are in economically (Dicken, 2010) and this becomes a great challenge to the local people. In order for the government to ensure that their people benefit from the revenue and work by the multinational companies, they should insist on being shareholders in the project as well as provide its own set of conditions before allowing the company to set base in the nation. By the companies including the local people, it will mean that soon the locals will have knowledge, expertise and financial means to start their own businesses which will contribute towards competitiveness as well as building up industries (Reich, 2010). The more the multinational companies set camp in the country, the more the revenue will be collected and the more the national competition will be on the increase. The more the revenue is generated by the companies which goes to the government, the more the government wi ll be in a position to build its own industries as well as develop the others already present and modernize them. This will be possible only if the human capital is being fully utilized as well as the managers and top officials of the government are coordinating with each other.

Company Law Essay Example | Topics and Well Written Essays - 2000 words - 4

Company Law - Essay Example Act 1985 codified this criteria by dictating that directors owe a duty of care to act in the best interests of both the members and the employees of the company.3 In the context of the problem company, Backup was persuaded to advance a loan to EL by Connie and Darshani, two of EL’s directors who also happen to be on the board of directors of the parent company ISL. There is clearly a question of a conflict of interest in that Connie and Darshani have the interests of the parent company and two subsidiaries, which may be competing interests. Moreover, in assessing the duty of care owed by Connie and Darshani and the remaining directors of Backup, the standard of care is relevant. That standard is the measured by reference to the reasonable skill and care that is generally expected of a business man possessing the relevant skills and training.4 The directors of Backup appeared to have reservations about the utility of the loan after hearing of EL’s impending financial problems from Connie and Darshani. Even so, they went against their own business instincts and acted for what appeared to be the best interest of the parent company and each of its subsidiaries. Although Connie and Darshani may have been confronting a conflict of interest, their position as directors of the parent company, a shareholder in EL, a subsidiary provides a means by which they may escape liability. In Re Southard &Co Ltd T where Templeton LJ said that: â€Å"A parent company may spawn a number of subsidiary companies, all controlled directly or indirectly by shareholders of the parent company. If one of the subsidiary companies, to change the metaphor, turns out to be the runt of the litter and declines into insolvency to the dismay of its creditors, the parent company and other subsidiary companies prosper to the joy of the shareholders without any liability for the debts of the insolvent subsidiary.†5 Drawing on the reasoning by Templeton, LJ in Re Southard &Co Ltd T Connie and

General safety issues Essay Example for Free

General safety issues Essay General safety issues for any training programme eg kit chewing jewellery etc minimum four  The programme  This would mean giving detail as to the number of repetitions done at each station, and a clear description of how each exercise was completed (method,).  This should be written up as a diary see example  After each session there needs to be an evaluation how did it go. You need to appreciate that the circuit you develop and undertake will not be perfect. It will need adjusting. Some exercises will be too hard and/or too easy -you need to say which (and why) and to suggest how you will adjust the programme for the next time. This is where you need that detail of what you managed. So for example if your circuit includes sit ups and you managed to achieve 40 in one minute without the slightest feeling of fatigue, you need to make them harder next time -maybe changing you leg position or arm position. On the other hand if you only managed 3 in one minute then the exercise I obviously too difficult and you need to adjust it to an easier one.  Evaluation of programme  When you have finished the whole programme you need to summarize the benefits that the sessions had for you.  This will need to in include the re-testing of the fitness and skills tests that you initially undertook, The differences between the initial results and the final results for each test need to be commented on use figures did you improve, did it help your performance, was it a suitable test (reliable or valid) Did the program achieve what it set out to achieve this means referring hack to your original aims. Were the tests suitable should you have included others, were some not specific enough why not  Eg Yes I can hold off players better at football or no I cannot. Were the training methods that you used suitable/ideal in other worth was circuit training the best means of improving your fitness if not what else could you have done. This needs to be discussed and also suggestions made how the tests and/or programme could be improved upon. Appraisal of programme  This needs to include detail of how you used training theory specificity, overload, duration intensity, frequency, reversibility, progression etc. to work out your programmes and was the programme intensity and /or frequency perfect or could there have been some adjustments give examples from your ongoing evaluations  You need to discuss whether the PEP was a success or not and whether the programme could be used again.  When it is used again, what modifications would you suggest to anybody else undertaking this same programme.ie I would work at 50% intensity instead of 60%  What effects did the programme have on you performance in your activity did you find that you played better have you got any evidence that you played better more goals, coaches comments?

Descartes And Locke: The Matrix

Descartes And Locke: The Matrix Computer programmer Thomas A. Anderson leads a secret life as a hacker under the pseudonym Neo and wishes to learn the answer to the question What is the Matrix? The mysterious underground hacker offers him the opportunity to learn the truth about the Matrix. Morpheus offers Neo an option between two pills: A blue pill which would get him back in his original time, and a red pill that would let him to find the truth he is looking for. Neo chooses the red pill. Morpheus tells Neo that right now is the year of 2199 not 20th century, and that people have a war with smart robots that were made by people created in the 21st century. Morpheus thinks that Neo is that the One. He thinks that Neo will be able to put the war the end with his unlimited power. Neo is educated as a tough fighter. An opening in the back of Neos skull connects him directly to the Matrix. All the necessary knowledge and information is transferred through it. Morpheus is sure that once Neo fully gets his own power, t he Agents will be out of competition for him. Then they find out that they were revealed by their colleague, who had chosen to live in the Matrix not the actual world, and had made a deal with the Agents to give them Morpheus in exchange for a permanent come back to the Matrix. Morpheus is jailed. Neo and Trinity come back to the Matrix and try to get him out of the prison. Agent Smith kills Neo. In the actual life, Trinity says softly to Neos body what the Oracle had said to her: that she would get the true feelings of love with the One. She doesnt want to believe that he is dead and kisses him. Neos heart started beating again, hes alive; the Agents fire at him, but he moves his hand up and stops their bullets in mid-air. Then Neo destroys him. At the end he promises to show the imprisoned people a true life. Philosophy is concentrated on investigation of truths. In the movie, the investigation for the truth was about our own being. In this movie thoughts of Descartes and Locke were often used. Neo symbolized Descartes. He doubts all the things. This movie stressed the use of machinery as the course of action for humans. Descartes believed that all moves were of mechanical origin, but the spirit cannot be restricted. One of the events was a combat between Neo and Morpheus in a kung fu session. Neo is thought to be a super fighter. Initially he fails because he tries to use his brainpower to control his moves. Then he understands that the mechanism is guiding him not his brainpower. He thoughts that the human is an ideal computerized thing. Throughout the movie, many references were made to the idea of senses. It is believed by every human that to know reality is to experience through your taste, smell, touch, hear, and see. Locke believed that this was true. There is nothing in the mind except what was first in the senses. Locke believed our mind is an empty slate. This idea parallels to the ideas in the Matrix about the mind being an empty room. Locke, though, insists that when we begin to use our senses we start to have ideas. How are we to know that our senses are not programmed? There is no correct answer. No one knows. Locke does state that the mind at birth is the blank slate. In the movie, Neo was reborn into reality. He had wires and cords to machines. When they released them, he had no control over anything. He had no understanding. The world was new to him. Neo eventually learned everything again. He was taught through computers, though, he never used his senses. Locke feels that the connection of the mind an d soul is through them. You can never appreciate(http://www.solidpapers.com/collegepapers/Philosophy/11034.htm) life fully without all the senses. Locke explains that experience is twofold: external and internal. ( Modern Philosophy The Philosophy of John Locke, 2010, June 1 http://www.rafed.net/en/index.php?option=com_contentview=articleid=3324%3Amodern-philosophycatid=231Itemid=973limitstart=16 ) External experience, called sensation, gives us ideas of supposed external objects, such as color, sound, extension, motion. etc. Locke says supposed objects, since their existence has not been proved. Internal experience, called reflection, makes us understand the operation of the spirit on the objects of sensation, such as knowing, doubting, believing and so forth.(Philosophy of John Locke, 2006, December 30, http://themartinnews.blogspot.com/2006/12/philosophy-of-john-locke.html) In regard to the ideas furnished by sensation, it is necessary to distinguish the primary qualities (solidity, extension, figure, number, motion, etc.), which are objective, from the secondary qualities (color, sounds, etc.), which are subjective in their effect and objective in their cause. In other words the secondary qualities are powers for producing various sensations in us.(Philosophy of John Locke, 2006, December 30, http://themartinnews.blogspot.com/2006/12/philosophy-of-john-locke.html) For Locke, sensation and reflection are classified as simple and complex, according to whether they are irreducible elements, such as whiteness, rotundity, or reducible to more simple elements. Thus the idea of an apple is complex because it is a combination of the simple ideas of color, rotundity, taste, and so forth. (Stanford Encyclopedia of Philosophy, John Locke, 2001, September 2 http://plato.stanford.edu/entries/locke) I agree with Locke that our experience is separated into external and internal ones.

Transforming Rehabilitation: Effect on Offender Management

Transforming Rehabilitation: Effect on Offender Management Transforming Rehabilitation will improve the Effectiveness, Governance and Legitimacy of Offender Management in England and Wales Introduction The aim of this paper is to examine Transforming Rehabilitation in terms of its effectiveness, governance and legitimacy. Starting out with an explanation of legitimacy and introducing The Carter Report 2003 and its recommendations. Moving on to explain some of the needs for a change in practice, and an insight of some of the views from probation staff themselves and perceptions of negatively withering away of staff. Importantly, there are some explanation of theory, especially regarding desistance and more recently the emergence of The Good Lives Model, as a continuation of The Risk Needs Responsivity model. The explanation regarding some of the outcomes expected by TR, and the need for modernisation. As part of TR a Fee for Service and Payment by Results are explained, with the use of charts for the reader. Managing risk is an important part of the proposed changes and a change in direction to promoting desistance. Overarching drivers legitimacy and the need to implement change The term governance is a very old one, but it has been revitalized recently, and has become perhaps one of the most appealing concepts in social science, meaning a new notion reformed, associated with government and public administration.   Regarding TR, this may be perceived by many detractors as a case of â€Å"new wine in old bottles† Chui and Nellis (2003). Governance has been widely used in local governance. In the case of TR, the popularity of governance may have something to do with distrust about the government.   That said, The Social Exclusion Unit posited that, recommendations from The Carter Report (2003) stated that despite recent changes that have brought the management of the services closer together, no front-line organisation ultimately owns the target for reducing re-offending. This can lead to gaps in the system, for example, there is no joint national resettlement strategy and interventions in prison are often not followed up in the community, (Social E xclusion Unit 2002). This in turn leads to reconsideration of the traditional theories of public administration. Self-confidence of traditional public administration has been destroyed and it has faced an ‘identity crisis.’ Public administration, which has been supposed to be a powerful tool for solving social problems, falls down to a serious social problem itself. As a result, many theories have been proposed as alternatives to the traditional public, Ostrom (1986). The case for an innovative approach to offender management is quite clear cut, as the previous attempts have been deemed costly. It is stated that in the UK more than  £3bn is spent every year on prisons, and almost  £1bn annually on delivering sentences in the community, MOJ (2013). Despite this, overall reoffending rates have barely changed over the last decade and the same faces are seemingly reappearing back through the system. Almost half of all offenders released from custody in 2010 reoffended within a year. Over 6000 offenders sentenced to short custodial sentences of less than 12 months in the year to June 2012 had previously received more than 10 community sentences, yet gaps in the sentencing framework mean very little can be done to prevent them from returning to crime once they are released back into the community MOJ, (2013). In 2014, under the Transforming Rehabilitation (TR) changes MOJ, (2013), and Probation Trusts were split into the National Probation Service (NPS) which became part of the civil service and 21 Community Rehabilitation Companies (CRCs) which were subject to marketisation and a commercial tendering process, as seen in Fig.1. with their Contract Package Areas (CPA).   After the bidding process was completed in 2014, eleven CRCs were owned by private sector companies leading a partnership with third sector organisations, three were joint ventures between the private, public, and third sector, three were a public, private, and third sector partnership; two were owned by the private sector exclusively; and another two were equity joint ventures between the private and third sectors (Deering and Feilzer 2015, p.13). Fig.1. CPA Map showing the 21 Contract Package Areas On 29 October 2014, the MoJ announced its preferred bidders to run the Community Rehabilitation Companies in these areas. Here are the successful bidders and as seen in Fig.2. Sodexo and NACRO have been successful in six CRCsInterserve who are leading partnerships in five CRCsMTCNovo, a Joint Venture between MTC and a number of other organisations,  have won London and Thames Valley.Working Links are the preferred bidders in three CRCs.The Reducing Reoffending Partnership   is a Joint Venture between Ingeus, St Giles Trust and CRI, who will run the two large Midlands CRCs , being Staffs & West Midlands and Derby, Leicester, Nottinghamshire & Rutland). Webster (2017) Fig.2. Showing winning bidders in the Contract Package Areas Clearly the changes imposed because of TR have had the potentia to affect all three types of legitimacy, but perhaps particularly more so upon self- legitimacy. (Robinson, Burke and Millings , 2016) Around 50% of all crime is committed by individuals who have already known by criminal justice system (CJS). The cost to the taxpayer of reoffending is estimated to be  £9.5 to  £13 billion per year. There has been little positive change in reconviction rates and almost half of those released from prison go on to reoffend within 12 months. The need to reduce reoffending to reduce both the number of victims and the costs to the taxpayer. To achieve this, there is a need to adopt a tough but intelligent criminal justice system that punishes people properly when they break the law, but also supports them so they don’t commit crime in the future. (MOJ, 2015) Others are more guarded in the way they anticipate the future of TR, and Canton (2011) in particular, stresses the importance of what the probation service continues to represent and its values, such as belief in the possibility of change and social inclusion. McNeill (2011) characterises probation as a justice agency, with key roles in advocating for probationers in relation to access to social goods that have been denied and mediating between law breakers, their communities and social institutions. This ideal view contrasts with the reality of delivering community sanctions in a tough penal climate dominated by public protection, which is one of Liz Truss’s key priorities, with a reduction of violence to staff currently running at 40% and a spotlight on education as the 3rd priority, especially English and Maths, MOJ (2017). McNeill also argues that it is critical for the long-term legitimacy and credibility of probation. At this point in time, it may be uncertain as to whether a doom-ridden or a phoenix-rising vision of the probation future is more likely to come about, although some truths may be gathered from empirical evidence gathered from probation officers and trainees.   There seems to be a great deal of optimism on one side of the camp for TR, as to how the recent changes will be implemented, but on the other side, a great deal of pessimism regarding the implementation of TR. NAPO (National Association of Probation Officers) and UNISON, (Public Sector Trade Union), collectively had made their feelings known. They both stated that a large majority of the 17,000 probation staff refer to TR as a â€Å"catalogue of errors† in terms of staff assignment, a mismatch between workload, staffing levels and staff location, compromised risk management, reduced IT capability with NOMS, nDelius case management system, although C-NOMIS already had inherent problems as seen in fig.3. Increased bureaucracy and a huge rise in the use of temporary and sessional staff were deemed to be the main problems. High performing Probation Trusts have been replaced with poorly performing replacements. (NAPO and UNISON, 2017). The probation staff were quick to point out that they were not to blame for the errors. Regarding the use of temporary and sessional staff will aid the ability to be dynamic and cope with peaks and troughs. The use of the voluntary sector with CRC’s may also be a sticking point with regular probation staff, although as stated by John Podmore, professor of applied social sciences, â€Å"NOMS was never an organisation that its employees proudly declared they belonged to. Creating a National Prison and Probation Service that people aspire to join and importantly to stay in and develop skills and careers is a crucial step forward. But it must be much more than just name change†, Podmore (2017). Lizz Truss, current Minister of Justice as of April 2017, was keen to promote the newly created Her Majesty’s Prison and Probation Service with the following   bold statement, â€Å"The creation of HM Prison and Probation Service (HMPPS), will build a world-leading, specialist agency, dedicated to professionalising the prison and probation workforce, backed by an additional  £100m a year and 2,500 additional prison officers, with a  £1.3 bn budget to build new prisons, whilst at the same time closing old and inefficient prisons†, Truss (2017).    Scepticism may be in the forefronts of most of the staff affected by the new era dawning, as previous ministers, namely Mr Gove and Mr Grayling had somewhat seemed to have   failed in their primary objectives for a reformed and efficient joined up agency. Fig.3.Assesemnt of C-NOMIS National Audit Office 2009 The Need for Change Accounts of the origins of probation and its realisation in organisational form give different emphases to its role in social justice, redemption, and control or separation of ‘suspect populations’ from respectable society (Vanstone, 2004). The history of the service has frequently been described in terms of ‘phases’, one notable example suggesting that it moved from the missionary phase through welfare and diversion from custody phases towards more recent orientations towards punishment in the community and then public protection (Chui and Nellis, 2003). The reality of practice is less straightforward, although changes in social and political norms certainly mean that the problem of offending, and, inevitably, law-breakers becomes enclosed by practitioners in different terms. Redeemable, treatable or unmanageable, safe or risky, motivated or unmotivated, (Canton, 2011: 29). With current reference to offender management stated that ,   rather than probation supervisionas the dominant way of describing the work of the probation service is a case in point. To what extent does this represent a real shift towards a technocratic and business-like approach? Or does the term seek to mask the essential continuity in both human interactions between probation officers and probationers, and the normalising function benevolent or otherwise of probation? These questions are certainly not settled. Yet, in the face of the Transforming Rehabilitationreforms (MoJ, 2013a: MoJ, 2013b), they become highly significant when we consider the practices and values that might transfer out of the probation service into the new Community Rehabilitation Companies (CRCs) ,as staff move from one to the other. They are also relevant in anticipating what motivations and values might guide this new version of the NPS, tightly focused on work with higher risk offenders and in the courts to assist sentencing and enforcement procedures. From a critical perspective, Cavadino et.al.(2013: 134) fear the ‘withering away’ of supervision of probationers and even question the Transforming Rehabilitation, or transforming the occupational identity of probation workers? Theory (Desistance) As far back as the 1800’s, the French social scientist, Quetelet (1833), argued that the penchant for crime diminishes with age because of what was described as the â€Å"enfeeblement of physical vitality†. Given that one of the aims of the Criminal Justice System is to reduce crime, then does Transforming Rehabilitation support this? Desistance is one of the mechanisms that can aid TR, however desistance is a complicated process of many twist and turns on that journey to desist from offending. Transforming Rehabilitation is now well under way and reports on its success will be under much scrutiny in the coming months ahead. Desistance from crime, is described as the long-term abstinence from criminal behaviour among those for whom offending had become a pattern of behaviour, is something of a mystery. Producing or encouraging desistance is the implicit focus of much criminal justice policy, practice and research. It is one of the key outcomes that justice interventions are designed to achieve and much research treats reducing or ending offending as a key measure of effectiveness, McNeill et. al. (2012). One of the few near eventualities in criminal justice is that for many individuals, offending behaviour peaks in their teenage years, and then starts to decline. This pattern is represented in what is known as the age crime curve. The age crime curve is of a symmetrical bell shaped curve that shows the prevalence’s of offending, that peaks between the ages of 15 – 19 and declines in the 20’s, Farrington (1986). Studies of desistance illuminate the processes of change associated with the age-crime curve (Kazemian, 2007). If we are to understand desistance from crime, particularly how and why crime tails off over time, we need both testable theories of this process and empirical evidence. There is a significant evidence base on the causes of crime but desistance research suggests that the factors behind the onset of offending are often different than the factors behind its abandonment. Understanding desistance also has more subtle impacts on criminal justice debates. The most current version of The Good Lives Model, incorporates desistance theory and also elements of positive psychology Laws and Ward (2011), is strength based regarding the premise that humans are by nature, practical decision makers, who invariably adapt themselves to their environment. In relation to desistance, Maruna (2001), described what he coined the Pygmalion effect, stated that the elevated expectations of others will lead to a greater self-belief, aiding the process of ‘knifing off’, or cutting off bonds with their criminal past. In order to achieve these goals, a great deal of emphasis on social capital or opportunities and human capital or motivations and capacities, McNeill (2006) are necessary elements to aid primary and secondary desistance. With respect to the GLM as to its effectiveness, research into this model is rather ambivalent and rather scarce to date to be able to measure the evidence. Offender Management Outcomes Kirton and Guillame (2015), argue that staff feel that TR has deprofessionalized the service and that stress levels are high, due to higher workloads, job insecurity, less autonomy and reduced opportunities for training and progression. Many respondents in their study were considering leaving the service. Moreover, responses to the Ministry of Justice’s (2016) Civil Service People Surveyfor the NPS suggest that only a minority of NPS staff feel that they are involved in decisions that affect their work (38%); that poor performance is dealt with effectively in their team (35%); that there are learning and development opportunities (42%); and that there are career opportunities in the NPS (33%). The NOMS Offender Management Model is the product of bringing together the policy requirements and the messages from research and other evidence, and defining what these together mean for the principles of how NOMS will go about managing individual offenders. It is the bridge between the broad brush strokes of policy, and the finer detail of practice. It forms part of NOMS’ commissioning framework, setting out the broad specification for the approach it expects those managing individual offenders to deploy, and acting as the basis for the development of Standards and performance measures, NOMS (2006). Post Carter report, this was simply a reply from this by concentrating on key themes like modernisation in the form of New Public Management (NPM), trying to control the increasing population in the prison system and by trying to find solutions to the lack of communication between services under the umbrella of probation supervision and prison and probation. Payment by Results Fig.4. Key Components of Fee For Service Mechanism   The MOJ sets out the mechanisms of FFS: Fee For Service (FFS) is payment for mandated activities that deliver through the gate services, (TTG), the sentence of the court and licence conditions to time and quality. A recognition that volume risk, that is the risk that providers are required to deliver services for a larger or smaller number of offenders than expected has been raised as a serious concern, and therefore the risk needs to be shared between Government and providers. The FFS component will therefore be a fixed price for services with a volume related adjustment where changes to volume levels fall outside of an appropriately determined tolerance range, as seen in FIig.4. above. This volume tolerance range recognises that the likely reason for a significantincrease or decrease in volume is most likely to be due to external factors not within the control of a provider. Payment by Results (PbR) seems to be an ideal mechanism in TR, particularly in the current economic climate and under a government which is so keen, to reduce public expenditure, but also to reduce the scale of the public sector, and innovative because possible failings may allow to transfer the costs to private companies involved.   Fox and Albertson (2011) stated, there are other potential benefits to PbR. The sheer possibility of making profits is expected to bring new providers into the field. This, combined with a financial incentive to achieve outcomes, is then expected to increase competition, sweep away unnecessary bureaucracy, and increase the desire to innovate. leading to a better understanding of what is effective, possibly leading to lower unit costs thus allowing for an element of profit to be paid. This is expected to facilitate the involvement of smaller providers who may not have the financial resources to sustain a service over several years while waiting for their results to be evident and their payments to be triggered. In all, if implemented properly then a huge success for private companies involved in TR. Fig.5.Illustration of payment curve incorporating stretch targets. Managing Risk One also must bear in mind that the priority given to different purposes is likely to vary over time. Countries can change their penal philosophies, with different purposes and emphases being put on the role of probation within criminal justice. Kemshall (2010) and others, for example, have argued that, in the last decade or so, more emphasis has been placed on public protection and minimizing risk in England and Wales, with a linked priority on enforcement of breach. The government’s new consultation document, ‘Breaking the cycle: effective punishment, rehabilitation and sentencing of offenders’ may see a swing back towards rehabilitation and promoting desistance, whilst promoting community sentences for less serious offences and without compromising public protection (Ministry of Justice 2010). Fig.6.Prochaska and DiClemente’s Cycle of Change Model Conclusion Lessons from the Thatcher government (1979–1990) taught us that her government targeted the large public sector organisations involved in the provision of utilities whom they presented as being inefficient, over-bureaucratic and unresponsive because they were not subjected to the ‘discipline’ of the market, such as the prison service. However, there was also the realisation that selling those public entities, who were profitable by virtue of their monopoly position, afforded a short-term opportunity to raise revenues, lower taxation and reduce public sector borrowing, now seen again in a Conservative government, Annison et.al. (2014). Do we state the obvious or is it a case of Deja vou? In this respect, it is worth remembering that earlier initiatives introduced by the previous Labour government to address this issue – such as the NOMS and Custody Plus3 were subsequently abandoned on the grounds of the costs involved. At the heart of the government’s TR rhetoric is the idea of innovation, however as in some cases a phone call every 6 weeks from a CRC to a low risk offender may not be seen this way. TR has been communicated from the top down as an opportunity for providers of probation services to liberate themselves from central control and develop creative, effective solutions to the problem of reoffending (Ministry of Justice 2013a; 2013b).   The question of perceptual legitimacy, internal, external, and self- legitimacy has become a core site of debate for probation. Bradford and Quinton’s (2014) conditions for self-legitimacy, namely levels of attachment to the new organizations, the internalization of organizational goals, a sense of being supported by the organization, and a belief that probation staff in both the CRCs and the NPS remain legitimate holders of authority. As David Cameron once remarked whilst Prime Minister, ‘finding diamonds in the rough and letting them shine’. With effective rehabilitation methods in place and joined up working principles, maybe optimistically, we just might see many shining lights, and hail the implementation of Transforming Rehabilitation. References Annison, J., Burke, L. and Senior, P. (2014), ‘Transforming Rehabilitation: Another Example of English ‘Exceptionalism’ or a Blueprint for the Rest of Europe?’ European Journal of Probation, 6: 6–23. Bradford, B. and Quinton, P. (2014) ’Self-legitimacy, police culture and support for democratic policing in an English constabulary’, British Journal of Criminology, 54, 1023–46. Canton, R. (2011) Probation: Working with offenders Abingdon: Routledge Cavadino, M., Dignan, J. and Mair, G. (2013) The penal system: An introduction London: Sage. Chui, W.H. and Nellis, M. (2003) ‘Creating the National Probation Service – new wine, old bottles? In W.H. Chui, and M. Nellis (eds) Moving probation forward: Evidence, arguments and practice Harlow: Pearson. Deering, J. and Feilzer, M.Y. (2015) Privatizing Probation: Is Transforming Rehabilitation the End of the Probation Ideal? Bristol: Policy Press. Farrington, D.P (1986) ‘Age and crime’ in Tonry, M. and Morris, N. (Eds) Crime and justice: An annual review of research Vol 7, pp189-250. Fox, C. and Albertson, K. (2011) Payment by results and social impact bonds in the criminal justice sector: New challenges for the concept of evidence-based policy?, Criminology & Criminal Justice, 11 (5) 395-413. Kemshall, H. (2010). ‘The role of risk, needs and strengths assessment in improving supervision’, in F. McNeill, P. Raynor and C. Trotter (eds.) Offender supervision: new directions in theory, research and practice. Abingdon: Willan. Kirton, G., and Guillaume, C., (2015). Employment Relations and Working Conditions in Probation after Transforming Rehabilitation. Available at: https//www.napo.org.uk/advice-and -resource(Accessed 24 April 2017). Looman, J., & Abracen, J. (2013). The risk need responsivity model of offender rehabilitation: Is there really a need for a paradigm shift?  International Journal of Behavioral Consultation and Therapy, 8(3-4), 30-36. http://dx.doi.org/10.1037/h0100980 McNeill, F. (2011) ‘Probation, Credibility and Justice’ in Probation Journal Vol 58(1): 9-22 McNeill, F., Farrall, S., Lightowler, C., and Maruna, S. (2012) How and why people stop offending: discovering desistance. Other. Institute for Research and Innovation in Social Services. Maruna, S. (2001). Making good: How ex-convicts reform and rebuild their lives. Washington D.C.: American Psychological Association. Ministry of Justice (2010). Breaking the cycle: effective punishment, rehabilitation and sentencing of offenders.   London: Ministry of Justice. Ministry of Justice (2013a) Transforming Rehabilitation: A Strategy for Reform London: MoJ. Ministry of Justice (2013b) Transforming Rehabilitation: Target operating model, rehabilitation programme London: MoJ. Ministry of Justice (2016) Civil Service People Survey 2016:   The National Probation Service.https://www.gov.uk/government/uploads/system/uploads/attachment_data/ file/573656/nps-people-survery-results-2016.pdf (accessed 26 April 2016). National Audit Office (2002), Reducing Prisoner Reoffending. Ostrom, E. (1986). An Agenda for the Study of Institutions. Public Choice. 48(1): 3-25. Podmore, J., (2017). http://thejusticegap.com/2017/02/farewell-noms-need-name-change/. Website [accessed 24 April 2017]. Social Exclusion Unit (2002). Reducing Re-offending by ex -Prisoners. Vanstone, M. (2004) Supervising offenders in the community: A history of probation theory and practice Aldershot: Ashgate. Bibliography Fig.1. CPA Map showing the 21 Contract Package Areas Fig2. System Governance Fig.3.Assesemnt of C-NOMIS National Audit Office 2009 Fig.4. Key Components of Fee for Service Mechanism Fig.5.Illustration of payment curve incorporating stretch targets. Fig.6.Prochaska and DiClemente’s Cycle of Change Model