Ang Pagsulat

            May iba’t ibang dahilan ang tao sa pagsusulat. Para sa iba, ito ay magsisilbing libangan
sapagkat sa pamamagitan nito ay naibabahagi nila sa iba nag kanilang mga ideya at mga kaisipan sa
paraang kawili-wili o kasiya-siya para sa kanila. Sa mga mag-aaral na katulad mo, ang kalimitang
dahilan ng pagsusulat ay ang matugunan ang pangangailangan mag-aaral bilang bahagi ng pagtatamo
ng kasanayan. Sa mga propesyonal namang manunulat tulad ng mga awtor, peryodista, sekretarya,
trabahong kanilang ginagampanan sa lipunan.

            Anuman ang dahilan ng pagsusulat, ito ay nagdudulot ng malaking tulong sa nagsusulat, sa
mga taong nakababasa nito, at maging sa lipunan sa pangkalahatan sapagkat ng kanilang mga sinulat
ay magiging dokumento ng nakalipas na pangyayari o panahon na magsisilbing tulay para sa
kabatiran ng

susunod na henerasyon.

Ayon kay Mabilin 2012, Ang pagsusulat ay isang pagpapahayag ng kaalamang kailanman ay hindi
naglalaho sa isipan ng mga bumasa at babasa sapagkat ito ay maaaring magpasalin-salin sa
bawat panahon.

Layunin ng Kahalagahan ng Pagsulat

            Ayon kay Royo (2001), na nasulat sa aklat ni Dr. Eriberto Astorga, Jr. na Pagbasa, Pagsulat,
at Pananaliksik, Malaki ang naitutulong ng pagsulat sa paghubong sa damdamin at isipan ng tao. Sa
pamamagitan nito, naipapahayag niya ang kanyang damdamin, mithiin, pangarap, agam-agam,
bungang-isip, at mga pagdaramdam.

            Ayon naman kay Mabilin (2012) sa kanyang aklat na Transpormatibong Komunikasyon sa
Akdemikong Filipino ang layunin sa pagsasagawa ng pagsulat ay maaaring mahati sa dalawang
bahagi. Una, ito ay maaaring maging personal o ekspresibo kung saan ang layunin ng pagsulat ay
nakabatay sa pansiriling panama, karanasan, naiisip, o nadarama ng manunulat. Pangalawa, ito ay
maaari namang maging panlipunan o sosyal kung saam ang layunin ng pagsulat ay ang maaari
namang maging sa ibang tao o sa lipunang ginagalawan.

Sa pagkalahatan, narito ang kahalagahan o ang mga benenipisyong maaaring makuha sa pagsusulat.

1.     Masasanay ang kakayahang mag-organisa ng mga kaisipan at maisulat ito sa pamamagitan ng

obhetibong paraan.

2.     Malilinang ang kasanayan sa pagsusuri ng mga datos na kakailanagnin sa isinasagawang

imbestigasyon o pananaliksik.

3.     Mahuhubong ang isipan ng mga mag-aaral sa mapanuring Pagbasa sa pamamagitan ng pagiging

obhetibo sa paglalatag ng mga kaisipang isusulat batay sa pagiging obhetibo sa paglalatag ng mga
kaisipang isusulat batay sa mga nakalap na impormasyon.

4.     Mahihikayat at mapauunlad ang kakayahan sa matalinong paggamit g aklatan sa paghahanap ng

mga materyales at mahalagang datos na kakailanganin sa pagsulat.
5.     Magdudulot ito ng kasiyahan sa pagtuklas ng mga bagong kaalaman at pagkakaroon ng
pagkakataong makapg-ambag ng kaalaman sa lipunan.

6.     Mahuhubog ang pagpapahalaga s paggalang at pagkilala sa mga gawa at akda ng kanilang pag-
aaral at akademikong pagsisikap.

7.     Malilinang ang kasanayan sa pangangalap ng mga impormasyon mula sa iba’t ibang batis ng
kaalaman para sa akademikong pagsulat.

Mga Gamit o Pangangailangan sa Pagsulat

            Madala na marinig sa marami na ang pagsulat daw ay isang talent at hindi raw lahat ng tao ay
may kakayahang makapagsulat ng isang makabuluhang akda o komposisyon. Totoong hindi madali
ang pagsulat para sa maraming tao ngunit ito ay maaaring mahubog o malinang. Upang mangyari ito,
mahalaga ang pagkakaroon ng interes at ng wastong kaalaman kung paano magiging isang mahusay
na manunulat. Una sa lahat, dapat mabatid ang mga bagay na dapat isaalang-alang sa pagsulat
partikular ng akademikong pagsulat. Narito ang ilan sa mga ito:

1.     Wika –Ang wika ang magsisilbing behikulo upang maisatitik ang mga kaisipan, kaalaman,
damdamin, karanasan, impormasyon, at iba pang nais ilahad ng isang taing nais sumulat.

2.     Paksa –Mahalagang magkaroon ng isang tiyak na paksa o tema ng isusulat. Ito ang

magsisilbing pangkalahatang iikutan ng mga ideyang dapat mapaloob sa akda.

3.     Layunin –Tulad ng tinatalakay sa unahan, mahalagang matiyak ang layunin sa pagsulat.Ang

layunin ang magsisilbing giya mo sa paghabi ng mga datos o nilalaman ng iyong isusulat.

4.     Pamamaraan ng Pagsulat –May limang pangunahing pamamaraan ng pagsulat upang

mailahad ang kaalaman at kaisipan ng manunulat batay na rin sa layunin o pakay ng pagsusulat. Una
maaaring gumamit ng paraang impormatibo kung saan ang pongunahing layunin nito ay magbigay
ng impormasyon o kabatiran sa mga mambabasa.

5.     Kasanayang pampag-iisip –Sa pagsulat, dapat taglayin ng manunulat ang kakayahang mag-

analisa o magsuri ng mga datos na mahalaga o hindi ganaong mahalaga, o maging ng mga
impormasyon dapat isama sa akdang isusulat.

6.     Kaalaman sa wastong pamamaraan ng pagsulat –Dapat ding isaalang-alang sa pagsulat ang

pagkakaroon ng sapat na kaalaman sa wika at retorika partikular sa wastong paggamit ng Malaki at
maliit na titik, wastong pagbaybay, paggamit sa bantas, pagbuo ng makabuluhang pangungusap,
pagbuo ng talata, at masining at obhetibong paghabi ng mga kasipan upang makabuo ng isang
mahusay na sulatin.

7.     Kasanayan sa Paghabi ng Buong Sulatin –Tumutukoy ito sa kakayahang mailatag ang mga

kaisipan at impormasyon sa isang maayos, organisado, obhetibo, at masining na pamamaraan mula
sa panimula ng akda o komposisyon hanggang sa wakas nito.
Mga Uri ng Pagsulat

1.     Maikling Pagsulat (Creative Writing) –Pangunahing layunin nitong maghatid ng aliw,

makapukaw ng damdamin, at makaantig sa imahinasyon at isipan ng mga mamababasa.

2.     Teknikal na Pagsulat (Technical Writing) –Ang uring ito ay ginagawa sa layuning pag-aralan

ang isang proyekto o kaya naman ay bumuo ng isang pag-aaral na kailangan para lutasin ang isang
problema o suliranin.

3.     Prospesyonal na Pagsulat (Professional Writing) –Ang uri ng pagsulat na ito ay may

kinalaman sa mga sulating may kinalaman sa isang tiyak na larangang natutuhan sa akdemya o
paaralan.

4.     Dyornalistik na Pagsulat (Journalist Writing) –Ito ay may kinamalan sa mga sulating may

kaugnayan sa pamamahayag. Kasama na rito ang pagsulat ng balita, editorial, lathalain, artikulo, at
iba pa.

5.     Reperensiyal na Pagsulat (Referential Writing) –Layunin ng sulating ito na bigyang-pagkilala

ang mga pinagkunang kaalaman o impormasyon sa paggawa ng konseptong papel, tesis, at
disertasyon. 

6.     Akademikong Pagsulat (Academic Wrting) –Ang akademikong pagsulat ay isang intelekwal

na pagsulat. Ang gawaing ito ay nakatutulong sa pagpapataas ng kaalaman ng isang indibidwal sa
iba’t ibang larangan.

Ang Akademikong Pagsulat

            Mahalagang matutuhan ang akademikong pagsulat sapagkat kung marunong sumulat nang
maayos at may kabuluhan ang isang tao, maituturing na nakaangat siya sa iba dala na rin ng mahigpit
na kompetisyon sa kasalukuyan sa laranagn ng edukasyon at trabaho. Sa pag-aaral, mahalagang
masagot nang maayos ng mga mag-aaral pagsusulit na nangangailangn ng masusing
pagapapaliwanag, makabuo ng organisadong ulat, makapagtala ng mga resulta ng pagsusuri at  
eksperimentasyon, at higit sa lahat ay malikha ng mga papel pananaliksik.

Ang Paggamit ng Akademikong Filipino sa Pagsasawa ng Akademikong Pagsulat

            Madalas inuugnay ang akademikong pagsulat sa salitang akademiya. Ang akademiya ay

tumutukoy sa institusyong pang-edukasyon na maituturing na haligi sa pagkamit ng mataas na
kasaysayan at karunungan. Ang mga elementong bumubuo rito ay mga mag-aarl, guro,
administrador, gusali, kurikulum, at iba pa. Higit sa lahat, hindi magaganap ang anumang adhikain
ng isang akademiya kung wala ang instrumento upang mapakilos ito at maganap ang mga mithiin at
misyon nito, walang iba kundi ang wika. Sa pag-aaral ng kursong ito, ang akademikong
Filipino ang gagamit sa akademiya.  Ayon kay Vivencio Jose (1996), isang mahusay na manunulat at
historyador, sa kanyang sanaysay mula sa aklat ng Mga Piling Diskurso sa Wika at
Lipunan, epektibong magagamit ang Filipino sa loob ng akademiya, hindi lamang sa larangan ng
pagtuturo sa lahat ng uri ng komunikasyon kundi maging sa pamamagitan ng kurikulum at bihay sa
akademiya. Naniniwala siyang kailangan ang masidhing hangarin ng bawat isa sa atin na maging
tagapaghatid at tagapagtaguyod ng mga kaisipang dumadaloy sa kaisipang Filipino.

           Bilang pagtugon sa layuning ito, isinama sa kurikulum sa pag-aaral ng Senior High
School ang Akademikong Pagsulat kung saan sa asignaturang ito ay lilinangin, sasanayin, at
uhubugin ang kasanayan at kaalaman ng mga mag-aaral sa pagsulat gamit ang akademikong Filipino.
Ang lahat ng pagsasanay sa pagsulat na naranasan ng mga mag-aaral mula sa elementarya,
sekundarya, kolehiyo, at maging graduate school ay maituturing na bahagi ng akademikong
pagsulat. Sa inyong pag-aaral ay ikinintal sa inyong isispan ang kahalagahan ng paggamit ng wikang
Filipino at higit sa lahat ang mga tuntunin sa paggamit nito. Kabilang sa mga pagsasanay na ito ang
paggawa ng sanaysay, pagsulat at pasusuri ng mga akdang pampanitikan, pagsulat ng mga artikulo,
pagsulat ng posisyong papel, case studies, pagsulat ng pamanahong papel, at pananaliksik.

Mga Katangiang Dapat Taglayin ng Akademikong Pagsulat

            Mahalagang maunawaan din ang mga katangiang dapat taglayin ng akademikong pagsulat.
Ilan sa mga ito ay ang sumusunod:

1.     Obhetibo –Una sa lahat ang akademikong pagsulat ay dapat na maging obhetibo ang

pagsusulat. Kailangan ang mga datos na isusulat ay batay sa kinalabasan ng ginawang pag-aaral at
pananliksik. Iwasan ang pagiging subhetibo ang ang pagbibigay ng personal na opinyon o paniniwala
hinggil sa pagsang tinatalakay. Iwasan ang paggamit ng mga pahayag na batay sa aking pananaw o
ayon sa aming haka-haka o opinyon.

2.     Pormal –Dahil nga karaniwang ginagamit sa akdemikong pagsulat ang akademikong Filipino,

nangangahulugan lamang ito ng pagiging pormal nito. Iwasan ang paggamit ng salitang kolokyal o
balbal. Sa halip, gumamit ng mga salitang pormal na madaling mauunawan ng mambabasa. Ang tono
o himig ng paglalahad ng mga kaisipan o impormasyon ay dapat namaging pormal din.

3.     Maliwanag at Organisado –Ang paglalahad ng mga kaisipan at datos ay nararapat na maging

malinaw at organisado. Ang mga talata ay kinakailangang kakitaan ng maayos na pagkakasunod-
sunod at pagkakaugnay-ugnay ng mga pangungusap na binubuo nito. Maging ang pag-uugnay ng
mga parirala o pangungusap ay dapat na pilimpili nang sa ganoon ay hindi ito magkagulo sa ibang
sangkap na mahalaga sa ikalilinaw ng paksa. Bukod sa katangiang kaisahan at maayos na
pagkakasunod-sunod ng mga kaisipan, ang punong kaisipan o main topic ay dapat na mapalutang at
mabigyang diin sa sulatin.

4.     May Paninindigan –Mahalagang mapanindigan ng sumusulat ang paksang nais niyang bigyang

pansin pag-aralan, ibig sabihin hindi maganda ang magpabago-bago ng paksa. Ang kanyang layunin
na maisagawa ito ay mahalagang mapanindigan niya hanggang sa matapos niya ang kanyang
isusulat. Maging matiyaga sa pagsasagawa ng pananaliksik at pagsisiyasat ng mga datos para
matapos ang pagsusulat sa napiling paksa.
5.     May Panangutan –Ang mga ginagamit na mga sanggunian ng mga nakalap nang datos o
impormasyon ay dapat na bigyan ng nararapat na pagkilala. Mahalagang mapananagutan ang
manunulat sa awtoridad ng mga ginamit na sanggunian. Bukod sa ito ay isang paraan ng pagpapkita
ng paggalang sa mga taong nakatulong sa iyo bilang bahagi ng etika ng akademikong pagsulat upang
mabuo ang iyong sulatin, ito rin ay makatutulong upang higit na mapagtibay ang kahusayan at
katumpakan ng iyong ginagawa.

ANG PAGLALAGOM

-       Ang lagom ay pinaiklining bersyon ng isang sulatin o akda.

-       Tandaan sa pagsulat ng lagom, mahalagang matukoy an gang pinakasentro o pinakadiwa

ng  akda o teksto.

MGA KASANAYANG NAHUHUBOG SA PAGSASAGAWA NG PAGLALAGOM

1. Natutuhan ang pagtitimbang-timbang ng mga kaisipang nakapaloob sa binabasa.

2. Natutuhan mong magsuri ng nilalaman ng kanyang binabasa.

3. Nahuhubog ang kasanayan sa pagsulat, particular ang tamang paghabi ng mga pangungusap
sapagkat sa pagsulat ng lagom, mahalagang maisulat ito ng malinaw, hindi maligoy at paulit-ulit.

4. Ito ay nakatutulong sa pagpapaunlad o pagpapayaman ng bokabularyo.

URI NG LAGOM

Abstrak

         Ang abstrak ay isang uri ng lagom na karaniwang ginagamit sa pagsulat sa mga

akademikong papel tulad ng tesis, papel na siyentipiko at teknikal, lektyur at mga report. Ito ay
kadalasang bahagi ng isang tesis o desirtasyon na makikita sa unahan ng pananaliksik
pagkatapos ng title page  o pahina ng pamagat. Ito ang naglalaman ng pinakabuod ng buong
akdang akademiko o ulat. Ayon kay Philip Koopman (1997) sa kanyang aklat na How to Write
an Abstract, bagama’t ang abstrak ay maikli lamang, itinataglay nito ang mahalagang elemento o
bahagi ng sulating akademiko told ng introduksyon, mga kaugnay na literature, metodolohiya,
resulta, at kongklusyon. Naiiba ito sa kongklusyon sapagkat ito ay naglalaman ng pinakabuod ng
bawat bahagi ng sulatin o ulat.

Mga Dapat Tandaan sa Pagsulat ng Abstrak

  

1.     Bilang bahagi ng alituntunin ng pagsulat ng mga akdang pang-akademiko, lahat ng mga

detalye o kaisipang ilalagay rito ay dapat na makikita sa kabuoan ng papel; ibig sabihin, hindi
maaaring maglagay ng kaisipan o datos na hindi binanggit sa ginawang pagaaral o sulatin.

2.     Iwasan din ang paglalagay ng mga statistical figures o table sa abstrak sapagkat hindi ito
nangngailangan ng detalyadong pagpapaliwanag na magiging dahilan para humaba ito.

3.     Gumamit ng mga simple, malinaw, at direktang mga pangungusap. Huwag maging maligoy
sa pagsulat nito.

4.     Maging obhetibo sa pagsulat. Ilahad lamagn ang mga pangunahinh kaisipan at hindi dapat
ipaliwanag ang mga ito.

5.     Higit sa lahat ay gawin lamang itong maikli ngunit kumprehensibo kung saan mauunawan
ng babasa ang pangkalahatang nilalaman at nilalayon ng pag-aaral na ginawa.

Mga Hakbang sa Pagsulat ng Abstrak

         Ang abstrak ang bahagi ng akademikong papel o ulat na pinakahuling isinusulat ngunit
kadalasang unang binabasa ng mga propesor o mga eksaminer ng panel. Kaya naman,
napakahalagang maging maingat sa pagsulat nito. Narito ang mga hakbang na maaaring gamitin
sa pagsulat ng abstrak:

1.     Basahing mabuti at pag-aralan ang papel o akademikong sulatin at gagawan ng abstrak.

2.     Hanapin at isulat ang mga pangunahing kaisipan o ideya ng bawat bahagi ng sulatin mula sa
introduksyon, kaugnay na literature, metodolohiya, resulta, at kongklusyon.

3.     Buoin, gamit ang mga talata, ang mga pangunahing kaisipang taglay ng bawat bahagi ng
sulatin. Isulat ito ayon sa pagkakasunod-sunod ng mga bahaging ito sa kabuoan ng papel.

4.     Iwasang maglagay ng mga ilustrasyon, graph, table, at iba pa maliban lamang kung sadyang
kinakailangan.

5.     Basahing muli ang ginawang abstrak. Suriin kung may nakaligtaang mahalagang kaisipang
dapat isama rito.

6.     Isulat ang pinal na sipi nito.

 

       Hangga’t maari, ang abstrak ay kailangan maisulat gamit ang isang buong pahina
ng bondpaper, subalit may mga gumagawa nito na lubhang detalyado.

ABSTRAK

Pangalan ng Institusyon: Politeknikong Unibersidad ng Pilipinas

Address/Kinatatayuan: Sta. Mesa, Maynila

Pamagat: PANANAW NG MGA PILING MAG-AARAL SA UP, PUP, AT PNU SA

KURIKULUM NG                       PROGRAMANG PANGKOLEHIYO NA MAY
MALAKING KINALAMAN SA PAGPAPANATILI AT PAGPAPAUNLAD NG WKANG
FILIPINO

MAY-AKDA:  ROMEO P. PENA, GRACE A. MORENO, AIZA R. GONZAGA, JOY

ZERLAINE S. FELLIZAR, ARNEL C. BALAURO, OLIVER GLENN S. OMAC AT ROLINA
B. CASTILLO

Kurso: Batsilyer ng Artes sa Filipinolohiya ng minor sa Komunikasyong Pangmadla

Pondo: Personal at sa mga magulang

Petsang nagsimula: Oktubre 2006

Petsang natapos: Oktubre 2007

I.              Panimula

     Ang kurikulum ay isang bagay na napakahalaga sa isang programang pangkolehiyo. Itp ay

nagsisilbing talaan ng mga kurso o asignatura at ang batayan at gabay ng mga guro at mag-aaral
sa institusyong pang-edukasyon.

II.             Mga Layunin ng Pag-aaral

    Ang pag-aaral na ito ay naglalayong sagutin ang sumusunod na mga katanungan:

1.     Bakit pinili ng mga mag-aaral sa tatlong piling unibersidad ang kursong may malaking
kinalaman sa Filipino?

2.     Ano-ano ang pananaw at kaalaman ng mga mag-aaral sa taltlong piling unibersidad sa

programang pangkolehiyo nam ay malaking kinalaman sa wikang Filipino?

3.     Ano-ano ang pananw at kaalalaman ng mga mag-aaral sa tatlong piling unibersidad sa

kurikulum ng programang pangkolehiyo na may malaking kinalaman sa wikang Filipino?

4.     Sa anong paraan tumutugon para sa pangangailangan ng kasalukuyang panahon ng mga

sumusunod:

a.    layunin ng programang pangkolehiyo na may malaking kianalaman sa wikang Filipino

b.    mga kurso o asignatura na nakapaloob sa kurikulum ng programang pangkolehiyo na may

malakig kinalaman sa wikang Filipino

5.     Paano umuugnay ang kurikulum ng programang pangkolehiyo sa tatlong piling unibersidad

sa Pangkalahatnang Edukasyon na inihain ng CHED?

6.     Ano ang saloobin ng magaaral sa mga preperensiyang pangwika kaugnay sa pagpapanatili

at pagpapaunlad ng wikang Filipino na maaaring ihain ng kurikulum ng programang
pangkolehiyo na may malaking kinalaman sa wikang Filipino?

III.           Saklaw at Limitasyon

     Ang pag-aaral na ito ay kinasasangkutan ng mga piling mag-aaral na may kabuuang bilang
na pitumpu’t lima (75) na kumukuha ng programang kolehiyo na B.A. Filipino, B.A.
Malikhaing Pagsulat, at B.A. Araling Pilipino (UP); AB Filipinolohiya (PUP); BSE Major in
Filipino (PNU).

IV.           Pamamaraan ng Pananaliksik

      Ang mga mananaliksik ay gumamit ng deskiptibong paraan. Nagamit ang paraan na ito
sapagkat inilarawan ang kasalukuyang ginagamit na kurikulum ng UP, PUP, at PNU. Upang
maisakatuparan ang pag-aaral na ito ay kumonsulta ang mananaliksik sa iba’t ibang silid-aklatan
gaya sa Pambansang-aklatan, Ninoy Aquino Learning Resource Center, at Silid-Aklatan ng
Kolehiyo ng mga Wika at Linggwistika upang makapangalap ng mahalagang datos nay
kaugnayan sa pag-aaral, nangalap din ng mahalagang impormasyon mula sa website. Humingi
ng pahintulot sa pamamagitan ng pormal na liham ang mga mananaliksik sa dekana at
nakakasakop sa mga nabanggit sa programang pangkolehiyo upang makapagsarbey sa iilang
piling mag-aaral na may bilang na dalawampu’t lima (25) sa bawat unibersidad. May kabuoang
pitumpu’t limang (75) binahaginan ng talatanungan at ipinaliwanag ang nilalaman nito.

V.            Buod ng Natuklasan at Kongklusyon

A.    Mga Natuklasan

1.     Malaya ang mga mag-aaral ngayon na makapili ng kursong kanilang kukunin pagtuntong
nila sa kolehiyo.

Malaki ang pananalig ng mga mag-aral mula sa UP, PUP, at PNU na magiging daan ang mga
programang pangkolehiyo na B.A. Filipino, B.A. Malikhaing Pagsulat, at B.A. Araling Pilipino
(UP); AB Filipinolohiya (PUP); BSE Major in Filipino (PNU).

2.      sa pagaangat sa kamalayan bialng tunay na mamamayang Pilipino.

3.     Higit na nakatuon ang mga nasabing programang pangkolehiyo sa propesyon bilang

tagahasik ng kaalaman sa mga paaralan o ang tinatawag na guro.

4.     Ang isang mag-aaral na mapapabilang sa mga nabanggit na programang pangkolehiyo ay

Malaki ang posibilidad na mapayabong ang kanyang pagmamahal sa wikang Filipino.

5.     Pinakamabisang paraan upang magkaroon ng kaalaman ang mag-aaral tungkol sa

nilalaman ng kurikulum ay ang pagbabahagi ng kopya nito.

6.     Sa wika, higit na nakasentro ang mga nabanggit sa programang pangkolehiyo.

7.     Intelektuwal na pagkatuto ang higit na inihahain ng mga asignatura na nakapaloob sa mga

nasabing programa.

8.     Ang paggamit ng wikang Filipino sa ulat at korespondensiya opisyal ay isa sa mabisanng

paraan sa pagpapanatili at pagpapaunlad ng wikang Filipino.

9.     Ang pagtangkilik at panonod ng mga palatuntunang Filipino ay isa sa epektibong paraan

upang mapanatili at mapaunlad pa ang wikang Filipino.

10.  Ang pagbabasa ng iba’t ibang babasahin na nakasulat sa wikang Filipino ay isa sa paraan ng
pagpapanatili at pagapaunlad ng wikang Filipino.

11.  Ang paggamit ng wikang Filipino sa pagsulat ng sulating pampanitikan ay epektibong

paraan sa pagpapanatili at pagpapaunlad nito.

12.  Ang pagsasalin ng sa Filipino ng mga banyagang sulatin para lalong mabatid ng maraming
Pilipino ay isa sa mabisang paraan upang ito ay mapanatili at mapaunlad.

13.  Ang pagsasalita ng wikang Filipino na hindi ikinahihiya ay isa sa epektibong paraan upang
mapanatili at mapaunlad ito.

14.  Ang pagpapalimbag ng maraming aklat sa wiakng Filipino upang dumami ang sanggunian
ng mga mananaliksik ay kaylangan upang manatili at mapaunlad ito.

15.  Ang paggamit ng wikang Filipino sa pagtatalumpati ay isa sa paraan upang ito ay

mapanatili at mapaunlad.

16.  Ang pagtangkilik sa mga pelikulang Pilipino ay isa sa epektibong paraan upang ito ay
mapanatili at mapaunlad.

17.  Ang pagpapahayag ng kuro-kuro at saloobin gamit ang wiakng Filipino ay paraan upang ito
ay mapaunlad at mapanatili.

18.  Ang pakikiisa sa mga kilusang may kaugnayan sa pagpapaunlad sa wikang Filipino ay daan
upang ito ay mapanatili at mapaunlad.

19.  Ang panonood at pakikinig sa mga balita sa radio at telebisyon na wikang Filipino ang
midyum ay isa sa epektibong paraan upang ito ay mapaunlad at mapanatili.

B.     Mga Kongklusyon

1.     Ang pagpili ng mga mag-aaral sa programang pangkolehiyo na may malaking kinalaman sa

wikang Filipino.

     Sa masusing pagsarbey ng mga mananaliksik ay napagalaman na kaya pinili ng mag-aaral na

pumasok o mapabilang sa programang pangkolehiyo ay dahil ito ay nagustuhan nila. Nagging
Malaya ang mga mag-aaral sa pagpili ng kursong kanilang kukuhain.

2.     Sa pagsarbey, sa kabuoan, nagiging instrument upang maiangat ang kamalayan ng mag-
aaral bilang isang Pilipino sa mga programang inilahad, nagtala ang mga ito ng pinakamaraming
tugon na may bilang na 34 mag-aaral na katumbas na 45.33%

3.     Ang pagkatuto –napatunayan na sa wika talaga nakasentro ang mga nabanggit na

programang pangkolehiyo.

4.     Ang Pagtangkilik at Paggamit ng Wikang Filipino sa mga Gawaing Pangunibersidad ng

mga Mag-aaral na may Kinalaman sa Pagpapaunlad Nito.

        Tunangkilik ng mga mag-aaral sa pamamagitan ng panonood ng mga palatuntunang

Filipino, pagbabasa, pagsasalita ng hindi kinakahiya, pagpapalimbag ng maraming aklat ng
hindi ikinakahiya sa wikang Filipino. Gayundin, ginagamit ang wikang Filipino sa mga gawaing
pang-unibersidad gaya ng ulat, pagsulat ng pampanitikang sulatin, pagsasalin, pagtatalumpati at
pagpapahayag. Samakatuwid, amg mga mag-aaral na nasa ilamim ng programang pangkolehiyo
ay may malaking kinalaman sa pagpapaunlad ng wikang Filipino.
5.     Ang Pagpapaunlad sa Wikang Filipinong ng mga Mag-aaral sa Aspektong Sosyal

        Ang pakikiisa sa mga kilos ang may kaugnayan sa pagpapaunlad sa wikang Filipino at ang
panonood at pakikinig sa mga balita sa radio at telebisyon na nasa wikang Filipino ang midyum
ay ilang sa epektibong sa pagpapanatili at pagpapaunlad nitosa askpektong sosyal.

VI.             Rekomendasyon

1.     Mas mainam kung ang maraming bilang ng Pilipinong mag-aral ay kukuha ng kursong
naaayon sa kanilang kagustuhan na maging daan sa pagpapaunlad sa sarili.

2.     Dapat ipagpatuloy ang paghahain ng mga asignaturang mas magpapalawak sa kaalaman ng

mga mag-aaral sa kasalukuyang panahon.

3.     Higit na patatagin ang layunin at kahalagahan ng pag-aaral ng wikang Filipino.

4.     Higit na palaganapin ang mga pamamaraan at preperensiyanf pangwika na magtataguyod

sa wikang Filipino.

5.     Higit na pahalagahan ng mga mag-aaral ang mga gawain na may kinalaman sa wikang
Filipino.

6.     Dapat pag-ibayuhin ng mga programang pangkolehiyo na may malaking kinalaman sa

wikang Filipino ang pangunguna at pagpapatatag at pagpapayabong ng wikang filipino sa iba’t
ibang larangang edukasyon.

7.     Maging matulungin ang mga ahensiyang pang-edukasyon at pangwika sa patuly na

pagpapaunlad at papanatili sa wikang filipino upang mas maging malakas ang pwersa na
gaganap sa usaping ito.

8.     Panatilihing tiyak, malinaw, at umuugnay sa kasalukuyang pangangailangan ng panahon

ang mga programang may malaking kinalaan sa wikang Filipino.

9.     Ito ang tamang pagkakataon upang paramihin ang mga programang pangkolehiyo na may
malaking kinalaman s wikang Filipino.

10.  Ang patuloy na pagdaragdag na makatulong sa pagpapahusay ng pananaliksik na ito ay

tinatanggap ng mga mananaliksik upang lalo pang tumibay ang kredibilidad nito.
 

Sanggunian: Pinagyamang Pluma: Filipino sa Pliling Larang (Akademik) ni Baisa-Julian

at Lontoc, pp. 17-37

Sinopsis/Buod
               Ang sinopsis o buod ay isang uri ng lagom na kalimitang ginagamit sa mga akdang nasa
tekstong naratibo tulad ng kwento, salaysay, nobela, dula, parabula, talumpati at iba pang anyo ng
pampanitikan. Ang buod ay maaaring buoin ng isang talata o higit pa o maging ng iilang
pangungusap lamang. Sa pagsulat nito mahalagang maibuod ang nilalamang binasang akda gamit
ang sariling salita. Ang pagbubuod at pagsulat ng sinopsis ay naglalayong makatulong sa madaling
pagunawa sa diwa ng seleksiyon o akda. Nararapat maging payak ang salitang gagamitin. Layunin
din nitong maisulat ang pangunahing kaisipang taglay ng akda sa papagitan ng pagtukoy sa pahayag
ng tesis nito. Ang pahayag ng tesis ay maaaring lantad na makikita sa akda o misan naman, ito ay di
tuwirang naglalahad. Sa pagkuha ng mahahalagang detalye ng akda, mahalagang matukoy ang
tanong sa sumusunood: Sino? Ano? Bakit? Saan? Paano? Kailan? Sa pamamagitan ng pagsagot sa
mga ito, magiging madali ang pagsagot sa buod. Mahalagang maipakilala sa mga mambabasa nito
kung anong akda ang iyong ginawan ng buod sa pamamagitan ng pagbanggit sa pamagat, may-akda,
at pinaggalingan ng akda. Makatutulong ito upang maipaunawa sa mambabasa na ang iyong inilahad
ay hindi galling da iyo kundi ito ay buod lamang ng akdang iyong nabasa. Iwasang magbigay ng
iyong sariling pananaw at opinyon.

Mga Dapat Tandaan sa Pagsulat ng Sinopsis o Buod

Narito ang ilang mahahalagang bagay na dapat tandaan sa pagsulat ng buod o sinopsis.

1.     Gumamit ng ikatlong panauhan sa pagsulat nito.

2.     Isulat ito batay sat ono ng pagkakasulat ng pagsusulat ng orihinal na sipi nito. Kung ang
damdaming naghahari sa akda ay malungkot, dapt na maramdaman din ito sa buod na gagawin.

3.     Kailangang mailahad o maisama rito ang mga pangunahing tauhan magign ang kanilang
gampanin at suliraning kanilang kinaharap.

4.     Gumait ng mga angkop na pang-ugnay sa paghabi ng mga pangyayari sa kwentong binubuod

lalo na kung ang sinopsis na ginawa ay binubuo ng dalawa o higit pang talata.

5.     Tiyaking wasto ang gramatika, pagbaybay, at mga bantas na ginamit sa pagsulat.

6.     Huwag kalimutang isulat ang sangguniang ginamit kung saan hinango o kinuha ang orihinal na
sipi ng akda.

Mga Hakbang sa Pagsulat ng Sinopsis/Buod

Narito naman ang mga hakbang na maaaring gamitin na masining at maayos na pagsulat ng buod ng
isang akda.

1.     Basahin ang buong seleksiyon o akda at unawaing Mabuti hanggang makuha ang buong
kaisipan o paksa ng diwa nito.
2.     Suriin at hanapin ang pangunahin at di pangunahinh kaisipan.

3.     Habang nagbabasa magtala, at kung maaari ay magbalangkas.

4.     Isulat sa sariling pangungusap at huwag lagyan ng sariling opinyon o kuro-kuro ang isinusulat.

5.     Ihanay ang ideya sang-ayon sa orihinal.

6.     Basahin ang unang ginawa, suriin, at kung mapapaikli pa ito ng hindi mababawasan ang
kaisipan ay lalong magiging mabisang ang isinulst na buod.

Basahin at suriin ang ang ilang halimbawa ng mga buod.

Halimbawa 1: Buod ng “Ang Alibughang Anak”

     May isang amang may dalawang anak. Kinuha ng bunsong anak ang mana nito at kanyang
ginugol sa mga makamundong Gawain. Dumating ang panahong naubos ang lahat ng kayamanang
minana niya at lubos siyang naghirap at nagdalita at namuhay ng masahol pa sa katayuan ng mga
alipin sa kanilang tahanan. Dahil sa mga hirap at sakit na kanyang naranasan, napagtanto niya ang
kanyang masasmang ginawa. Nagpasya siyang bumalik sa kanyang ama, nagpakumbaba at humingi
ng tawad. Dahil sa labis na pagmamahal ng ama sa anak, buong puso niya itong tinaggap, at hindi
lang ito ipinagdiwang pa ang kanyang pagbabalik na ikinasama naman ng loob ng panganay na
kapatid dahil ni minsan ay hindi niya naranasan ipaghanda ng piging ng kanyang ama. Subalit siya
ay inalo ng kanyang ama at ipinaliwanag na siya ay lagi niyang kapiling at ang lahat ng ari-arian
niya ay para sa kanya subalit ang bunsong anak ay itinuring nang patay ngunit muling nabuhay,
Nawala ngunit muling nasumpungan.
 

Bionote

          Ang bionote ay maituturing na isang uri ng lagom na ginagamit sa pagsulat ng personal

profile ng isang tao. Marahil nakasulat ka na ng iyong talambuhay o autobiography o kayâ ng
kathambuhay o katha sa buhay ng isang tao o biography. Parang ganito rin ang bionot ngunit ito ay
higit na maikli kumpara sa mga ito. Ayon kay Duenas at Sanz (2012) sa kanilang aklat na Academic
Writing for Health Sciences, ang bionote ay tala ng tao na naglalaman ng buod ng kanyang academic
career na madalas ay makikita o mababsa sa mga journal, aklat, abstrak, web sites, at iba pa.

Mga Bagay na Dapat Tandaan sa Pagsulat ng Bionote

Narito ang mahahalagang bagay na dapat tandaan sa pagsulat ng bionote.

1.     Sikaping maisulat ito ng maikli. Kung ito ay gagamitin sa resumé kailangang maisulat ito gamit
ang 200 salita. Kung ito naman ay gagamitin para sa networking site, sikaping maisulat ito sa loob ng
5 hanggang 6 na pangungusap.

2.     Magsimula sa pagbanggit ng mga personal na impormasyon o detalye tungkol sa iyong buhay.

Maglagay rin ng mga detalye tungkol sa iyong mga interes. Itala rina ng iyong mga tagumpay na
nakamit, gayunman, kung ito ay marami, piliin lamang ang 2 o 3 na pinakamahalaga.

3.     Isulat ito gamit ang ikatlong panauhan upang maging litaw na obhektibo ang pagkakasulat nito.

4.     Gawing simple ang pagkakasulat nito. Gumamit ng mga payak na salita upang madali itong
maunawaan at makamit ang totoong layunin nitong maipakilala ang iyong sarili sa iba sa maikli at
tuwirang paraan. May ibang gumagamit ng kaunting pagpapatawa para higit na maging kawili-wili
ito sa mga babasa, gayunman iwasang maging labis sa paggamit nito. Tandaan na ito ang mismong
maglalarawan kung ano at sino ka.

5.     Basahing muli at muling isulat ang pinal na sipi ng iyong bionote. Maaaring ipabasa muna ito sa
iba bago tuluyan itong gamitin upang matiyak ang katumpukan at kaayusan nito.

Memorandum, Adyenda, at Katitikan ng Pulong

May tatlong mahalagang elementong kailangan upang maging maayos, organisado, at epektibo ang
isang pulong. Bilang isang mag-aaral, mahalagang matutunan mo kung ano-ano at kung paano
ginagawa ang mga ito.

PAGPUPULONG

Ang pagpupulong o Miting, lalo na ang ating business meeting ay bahagi na ng buhay ng tao sa
kasalukuyan.

Memorandum o Memo

Ayon kay Prof. Ma. Rovilla Sudprasert (2014), sa kanyang aklat English 4 workplace 3, ang
memoramdong o memo ay isang kasulatang nagbibigay kabatiran tungkol sa gagawing pulong o
paalala tungkol sa isang nahalagang impormasyon. Sa memo nakasaad ang layunin o pakay ng
gagawing miting. Kung ang layunin ng pulong na nakatala sa memo ay upang ipabatid lamang sa
kanila ang isang mahalagang desisyon o proyekto ng kumpanya o orgganisasyon, magiging malinaw
para sa lahat na hindi na kailangan ang kanilang ideya o suhestyon sapagkat pinal na ang nasabing
desisyon o proyekto. Kadalasan ay maikli lamang ang pangunahing layunin ay pakilusin ang isang
tao sa isang tiyak na alitutuntuning dapat isakatuparan gaya halimbawa ng pagdalo sa isang pulong,
pagsasagawa, o pagsunod sa bagong Sistema ng produksyon o kumpanya.
 

Ayon kay Dr. Darwin Barg (2014) sa kanyang aklat na Writing in the Discipline ang mga kilala at
malaking kumpanya at mga institusyon ay kalimitang gumagamit ng mga colored stationary para sa
kanilang mga memo tulad ng mga sumusunod:

·         Puti –ginagamit sa mga pangkalahatang kautusan, direktiba, o impormasyon

·         Pink 0 rosas –ginagamit naman para sa request o order na nanggaling sa purchasing

department.

·         Dilaw o luntian –ginagamit naman para sa mga memo na nanggaling sa marketing at

accounting department.

Sa pangkalahatan, ayong din kay Bargo (2014), may tatlong uri ng memorandum ayon sa layunin
nito.

a.    Memorandum para sa kahilingan

b.    Memorandum para kabatiran

c.    Memorandum para sa pagtugon

     Narito ang ilang halimbawa ng memo na ginagamit sa pagsagawa ng pulong o pagbibigay ng
kabatiran.

Academy of Saint John

La Salle Green Hills Supervised

General Trias, Cavite

MEMORANDUM

Para sa: Mga Puno ng kagawaran at Mga Guro ng Senior High School

Mula kay: Daisy T. Romero, Punong-guro, Academy of Saint John

Petsa: 25 Nobyembre, 2015

Paksa:
 

        Ang nakatakdang pulong sa Sabado, Nobyembre 28, 2015 ay inilipat sa susunod na Sabado, Disyembre 5 ganap
ika-9:00 hanggang ika-11:00 ng bumaga.

                   
Mula sa nakatalang halimbawa, mahalagang tandaan ang isang maayos at malinaw na memo ya dapat
na magtaglay ng sumusunod na impormasyon. Ang mga impormasyong ito ay hinango mula sa aklat
ni Sudpasert (2014) na English for the Workplace 3.

1.     Makikita sa letterhead ang logo at pangalan ng kompanya, instituston, o maging organisasyon

gayundin ang lugar kung saan matatagpuan ito at minsan maging ang bilang ng numero ng telepono.

2.     Ang bahaging ‘Para sa/Para kay/Kina’ ay naglalaman ng pangalan ng tao o mga tao, o kaya
naman ay grupong pinag-uukulan ng memo. Para sa iang impormal na memo ang Para kay:
Ailene ay sapat na. ngunit sa pormal na memo, mahalagang isulat ang buong pangalanng pinag-
uukulan nito =. Kung ang tatanggap ng memo ay kabilang sa ibang departamento makakatulong kung
ilalagay din ang pangalan ng departamento. Hindi na kailangan ng G., Gng., Bb., maliban kung
pormal.

3.     Ang bahagi naming ‘Mula Kay’ ay naglalaman ng pangalan ng gumawa o nagpadala ng memo.
Gaya rin ng bahaging “Para sa/Para Kay/Kina’ maaaring gamitin na lamang ang unang pangalan ng
sumulat nito gaya halimbawa nito: Mula kay: Nestor. Ngunit kung pormal, isulat ang buong
pangalan. Gayndin, mahalagang ilagay ang pangalan ng departamento kung angmemo ay galling sa
ibang seksyion o tanggpan. Hindi na kaillangang lagyan ng ng G., Gng., Bb., maliban kung pormal.

4.     Ang ang bahaging Petsa, iwasan ang numero gaya ng 11/25/15. Sa halip, isulat ang buong
pangalan ng buwan o ang dinaglat na salita nito halibawa Nobyembre o Nob.

5.     Ang bahaging Paksa ay mahalagang maisulat nang payak, malinaw, at tuwiran upang agad na
maunawaan ang nais ipabatid.

6.     Kadalasang ang ‘Mensahe” ay maikli ngunit kung ito ay isang detalyadpng memo kailangang
ito ay nagtataglay ng sumusunod:

a.    Sitwasyon –dito makikita ang panimula o layunin.

b.    Problema –nakasaad ang suliraning dapat pagtuonan ng pansin. Hindi lahat ng memo ay
mayroon nito.

c.    Soluston –nagsasaad ng inaasahang dapat gawin ng kinauukulan.

d.    Paggalang o pasasalamat –wakasan ang memo sa pamamagitan ng pagpapasalamat o

pagpapakita ng pagglang.

7.     Ang huling bahagi ay ang ‘Lagda’ ng nagpadala. Kadalasang nasa ibabaw ito ng kanyang
pangalan sa bahaging Mula kay…
 PAGSULAT NG ADYENDA

Ayon kay Sudpasert (2014), ang adyenda ang nagtatakda ng mga paksang tatalakayin sa pulong.
Ang pagkakaroon ng maayos at sistematikong adyenda ang isa sa mga susi ng matagumpay na
pulong. Napakahalagang isagawa ito ng maayosat maipabatid sa mga taong kabahagi bago isagawa
ang pulong. Narito ang ilang kahalagahan ng pagkakaroon ng adyenda ng pulong.

1.     Ito ang nagsasaad ng sumusunod na mga impormasyon:

a.     Mga paksang tatalakayin.

b.     Mga taong tatalakay o magpapaliwanag ng mga paksa.

c.     Oras na itinakda para sa bawat paksa.

2.     Ito rin ang nagtatakda ng balangkas ng pulong tulad ng pagkakasunod-sunod ng mga paksang
tatalalakayin aat kung gaano katagal pag-uusapan ang mga ito.

3.     Ito ay nagsisilbinh talaan o tseklist na lubhang mahalaga upang matiyak ang lahat ng paksang
tatalakayin ay kasama sa talaan.

4.     Ito ay nagbibigay rin ng pagkakataon sa mga kasapi sa pulong na maging handac sa mga
paksang tatalakayin o pagdedesisyunan.

5.     Ito ay nakatutulong nang Malaki upang mananatiling nakapokus sa paksang tatalakayin sa

pulong.

Mga Hakbang sa Pagsulat ng Adyenda

           Tulad ng paggawa ng memorandum, mayroon ding sinusunod na hakbang sa paggawa

adyenda tandaan na nmga paksang tatalakayin ay hindi lamang sa isang tao magmumula kundi
manggagaling sa mga taong kasapi sa pulong. Narito ang mga hakbang na dapat isagawa sa pagsulat
ng adyenda.

1.     Magpadala ng memo na maaring nakasulat sa papel o kaya naman sa e-mail na nagsasaad na

magkakaroon ng pulong tungkol sa isang tiyak na paksa o layunin sa ganitong araw, oras, at lugar.

2.     Ilahad sa memo na kailangan nilang lagdaan ito bilang katibayan ng kanilang pagdalo o kung e-
mail naman, kinakailangang magpadala sila ng kanilang tugon. Ipaliwanag din sa memo na sa mga
dadalo, mangyaring ipadala o ibigay sa gagawa ng adyenda ang kanilang concerns o paksang
talakayin at maging ang bilang ng minutong kanilang kailangan upang pag-usapan ito.
3.     Gumawa ng balangkas ng mga paksang tatalakayin kapag ang lahat ng mga adyenda o paksa ay
napadala o nalikom na. Higit na magiging sistematiko kung ang talaan ng adyenda ay nakalatag sa
talahanayan o naka-table format kung saan makikita ang adyenda o paksa, taong magpapaliwanag, at
oras kung gaano ito katagal pinagusapan.

4.      Ipadala ang sipi ng adyenda sa mga taong dadalo, mga dalawa I isang araw bago ang pulong.
Bilang paalala ay muling ilagay rito ang layuinin ng pulong, at kung kalian at saan ito gaganapin.

5.     Sundin ang nasabing adyenda sa pagsasagawa ng pulong.

Mga Dapat Tandaan sa Paggamit ng Adyenda

1.     Tiyaking ang bawat dadalo sa pulong ay nakatanggap ng sipi ng mga adyenda. Ginagawa

ito upang matiyak na ang bawat taong dadalo sa pulong ay may sapat na kaalaman hinggil sa mga
paksang pag-uusapan.

2.     Talakayin sa unang bahagi ng pulong ang higit na mahahalagang paksa. Sa pagplaplano ng

pulong, higit na makabubuti kung sa unang bahagi ng miting tatalakayin ang pinakamahalagang
adyenda.

3.     Manatili sa iskedyul ng agenda ngunit maging flexible kung kinakailangan. Tiyakin na

nasusunod ang itinakdang oras para sa mga adyenda o paksang talakayin.

4.     Magsimula at magwakas sa itinakdang oras na nakalagay sa sipi ng adyenda. Ang

pagsunod sa itinakdang oras ay nangangahulugan ng pagrespeto sa oras ng iyong mga kasama.

5.     Ihinanda ang mga kakailanganing dokumento kasama nag adyenda. Makatutulong mang

malaki kung nakahanda na rin kasama ng adyenda ang mga kakailanganing dokumento para sa mga
paksang nangangailangan ng estaditika, kompyutasyon, at iba pa upang mas madali itong
maunawaan ng lahat at walang masayang na oras.

PAGSULAT NG KATITIKAN NG PULONG

Katitikan ng Pulong

Ang pulong ay mababalewala kung hindi maitatala ang mga napag-usapan o napagkasunduan. Ang
opisyal na tala ng isang pulong ay tinatawag na katitikan ng pulong. Ito ay isinasagawa nang pormal,
obhetibo, at komprehensibo o nagtataglay ng lahat ng tinalakay sa pulong. Matapos itong maisulat at
maipagtibay sa susunod na pagpupulog, ito ay nagsisilbing opisyal at legal na kasulatan ng samahan,
kompanya, o organisasyong maaring magamit bilang prima facie evidence sa mga legal na usapin o
sanggunian para sa sumusunod na mga pagpaplano at pagkilos.
 

Mahahalagang Bahagi ng katitikan ng Pulong

             1. Heading –ito ay naglalaman ng pangalan ng kompanya, samahan, organisasyon, o

kagawaran. Makikita rin dito ang petsa, ang lokasyon, at maging ang oras ng pagsisimula ng pulong.

             2. Mga kalahok o dumalo –Dito nakalagay kung sino ang nauna sa pagpapadaloy ng
pulong gayundin ang pangalan ng lahat ng mga dumalo kasama ang mga panauhin. Maging ang mga
liban at hindi nakadalo.

             3. Pagbasa at papatibay ng nagdaang katitikan ng pulong –Dito makikita kung ang
nakalipas na katitikan ng pulong ay napagtibay o may mga pagbabagong isinagawa sa mga ito,

             4. Action items o usaping napagkasunduan (kasama sa bahaging ito ang hindi pa natapos o
nagawang proyektong bahagi ng nagdaang pulong). Dito makikita ang mahahalagang tala hinggil sa
mga paksang tinalakay. Inilagay rin kung sino ang taong nanguna sa pagtatalakay ng isyu at
magiging ang desisyong nabuo ukol dito.

             5. Pabalita o patalastas –Hindi ito lagging makikita sa katitikan ng pulonh ngunit kung
mayroon mang pabalita o patalastas mula sa mga dumalotulad halibawa ng mgasuhestiyong adyenda
para sa susunod na pulong ay maaaring ilagay sa bahaging ito.

             6. Iskedyul ng susunod na pulong –Itinala sa bahaging ito kung kalian at saan gaganapin na
pulong.

             7. Pagkatapos –Inilagay sa bahaging ito kung anong oras nagwakas ang pulong.

             8. Lagda –mahalagang sa bahaging ito ang pangalan ng taong kumukuha ng katitikan ng
pulong at kung kalian ito isinumite.

Mga Dapat Gawin ng Taong Naatasang Kumuha ng Katitikan ng Pulong

             Ayong kay Bargo (2014), dapat tandaan ng sinumang kumukuha ng katitikan ng pulong ay
hindi niya trabahong ipaliwanag o bigyang-interpretasyon ang mga napag-usapan sa pulong, sa halip,
ang kanyang tanging gawain ay itala at iulat lamang ito. Napakahalag na siya ay obhetibo at
organisado sa pagsasagawa nito. Narito ang mga bagay na dapat isaalang-alang na hinango mula sa
aklat ni Sudpasert (2014) na English for the Workplace 3. Ang kumukuha ay kailangang:

             1. Hanggat maaari ay hindi participant sa nasabing pulong. Hindi madali ang pagkuha ng

katitikan ng pulong kaya mahalaga na ang naatasang kumuha nito ay may sapat na atensiyon sa
pakikinig upang maitala niya ang lahat ng mahahalangang impormasyong o mga desisyong
mapapgusapan.
             2. Umupo malapit sa tagapanguna o presider ng pulong. Magiging madali para sa
kanyang linawin sa tagapanguna ang Ilang mga bagay na hindi niya lubos maunawan kung siya ay
malapit sa presider.

             3. May sipi ng mga pangalan ng mga dadalo sa pulong. Mahlaga na ma-tsek kung sino-
sino ang dumalo sa pulong at mga lumiban. Itala rin ang mga dumating ng huli sa takdang oras.

             4. Handa sa mga sipi ng adyenda at katitikan ng nakaraang pulong. Kung hindi

naipamahagi nang maaga ang adyenda na pag-uusapan sa pulong, mahalagang maibahagi ito bago
magsimula ang pulong kasama an gang sipi ng nagdaang pulong.

             5. Nakapokus o nakatuon lamang sa nakatalang adyenda. Bilang kalihim ng tagapanguna

ng pulong, mahalagang mabantayan na ang lahat ng tinatalakay na paksa sa pulong ay yaon lamang
kasama o nakasaad sa adyenda upang hindi masayang ang oras at magkaroon ng kalituhan.

             6. Tiyaking ang katitikan ng pulong ay nagtataglay ng tumpak at kumpletong

heading. Kailangang malinaw na nakatala ang pangalan ng samahan o organisayon, petsa, oras, at
lugar ng pulong.

             7. Gumamit ng recoder kung kailangan. Makatutulong nang Malaki kung magkakaroon ng

recorder sa ras ng pulong upang maaari itong balikan.

             8. Itala ang mga mosyon o pormal na suhestyon nang maayos. Ang mga mosyon o mga
suhestyong nabanggit sa pulong at sinusugan ng iba pang kasapi at napagtibay ng kasamahan.

             9. Itala ang lahat ng paksa at isyung napagdesisyunan ng koponan. Mahalagang maitala

ang lahat ng mga paksa at isyung napagdesisyunan gaano man ito kapayak o kalaking bagay.

             10. Isulat o isaayos agad ang mga datos ng katitikan pagkatapos ng pulong. Ang pag-
oorganisa at pagsusulat ng katitikan ng pulong ay dapat na maisagawa agad upang hindi makaligtaan.
May tatlong uri ng estilo ng pagsulat ng katitikan ng pulong:

                         a. Ulat ng Katitikan –Sa ganitong uri ng katitikan, ang lahat ng detalyeng napag-
usapan sa pulong ay nakatala. Maging ang mga pangalan ng taong nagsalita o tumalakay ng paksa.

                         b. Salaysay ng Katitikan –isinasalaysay lamang ang mga mahahalagang detalye ng

pulong. Ang ganitong katitikan ay maituturing na legal na dokumento.

                         c. Resolusyon ng katitikan –nakasaad lamang sa katitikan na ito ang lahat ng

solusyon na napagkasunduan ng samahan. Bhindi na itinatala ang pangalan ng taong tumalakay nito
at maging ang mga sumang-ayon dito.

Mga Dapat Tandaan sa Pagsulat ng Katitian ng Pulong

             Ayon kay Dawn Rosenberg Mckay, isang editor at may akda ng The Everything Practice
Interview Book at ng The Everything Get-a-job Book, sa pagkuha ng katitikan ng pulong
mahalagang maunawaan ang mga bagay na dapat gawin bago ang pulong.

Bago ang pulong

·        Magpasya kung anong paraan ng pagtatala ng katitikan ang iyong gagamitin. Maaring gumamit
ng bolpen at papel, laptop, tablet, computer o recorder.

·        Tiyaking ang gagamitin mong kasangkapan ay nasa maayos na kondisyon.

·        Gamitin ang adyenda para gawin ng mas maaga ang outline o balangkas ng katitikan ng
pulong.

·        Maglaan ng sapat na espasyo para sa bawat paksa, makatutulong ito upang mabilis na maitala
ang mapaguusapan kaugnay ng mga ito.

Habang isinasagawa ang pulong

·        Ipaikot ang listahan ng mga taong kasama sa pulong at hayaan lagdaan ito ng bawat isa. Mula
rito madali mong matutukoy kung sino ang liban sa pulong at maging ang panauhin sa araw na iyon.

·        Sikaping makilala kung sino ang bawat isa upang maging madali para sa iyo na matukoy kung
sino ang nagsasalita sa oras ng pulong.

·        Itala kung anong oras nagsimula ang pulong.

·        tala lamang ang mahahalagang ideya o puntos. hindi kailangang isulat ang bawat
impormasyong maririnig sa pulong gayunman maging maingat sa pagtatala ng mahalagang puntos.

·        itala ang mga mosyon o mga suhestyon, maging pangalan ng taong nagbanggit nito, gayundin
ang mga sumangayon, at ang naging resulta ng botohan.

·        Itala at bigyang-pansin ang mga mosyong pagbobotohan o pagdedesisyunan pa sa susunod na

pulong.

Pagkatapos ng pulong

·        Gawin o bouin agad ang katitikan ng pulong pagkatapos na pagkatapos habang sariwa pa sa
isip ang lahat ng mga tinakalay.
·        Huwag kalimutang itala ang pangalan ng samahan o organisasyon, pangalan ng komite, uri ng
pulong (linguhan, taunan, o epesyal na pulong), at maging ang layunin nito.

·        Itala kung anong oras ito nagsimula at natapos.

·        Isama ang listahan ng mga dumalo at maging ang pangalan ng nanguna sa pagdadaloy ng
pulong.

·        Basahing muli ang katitikan ng pulong bago tuluyang ipasa sa kinauukulan para sa huling
pagwawasto nito.

·        Ipasa ang sipi ng katitikan ng pulong sa kinauukulan o sa taong nanguna sa pagpapadaloy nito.

 Ang Panukalang Proyekto

            Ano nga ba ang panukalang proyekto? Marahil ay naranasan mo nang gumagawa

ng feasibility study para sa programa o proyekto sa inyong club, student, organization, o
barangay council. Halos ganoon din ang paggawa ng panukalang proyekto ngunit ito ay higit
na sistematiko at pinag-aralan. Mahalagang maging maingat sa pagpaplano at pagdidisenyo ng
panukalangproyekto. Kaya naman masasabing ang paggawa nito ay nangangailangan ng
kaalaman, kasanayan, at sapat na pagsasanay. Una sa lahat, ito ay kailangang maging tapat na
dokumento na ang pangunahing layunin makatulong at makalikha ng positibong pagbabago.
Ayon kay Bartle (2011), kailangan nitong magbigay ng impormasyon at makahikayat ng
positibong pagtugon mula sa pinaguukulan nito.

MGA DAPAT GAWIN SA PAGSULAT NG PANUKALANG PROYEKTO

Ayon kay Jeremy Miner at Lynn Miner (2008) sa kanilang aklat, sa pagsasagawa ng
panukalang papel, ito ay kailangang magtaglay ng tatlong mahahalagang bahagi at ito ay ang
sumusunod:

            a. Pagsulat ng Panimula ng Panukalang Proyekto

            b. Pagsulat ng Katawan ng Panukalang Proyekto

            c. Paglalahad ng Benepisyo ng Proyekto at mga Makikinabang Nito

A. Pagsulat ng panimula ng Panukalang Poyekto

            Bago mo lubusang isulat ang panukalang proyekto, ang unang mahalagang hakbang na
dapat isagawa ay ang pagtukoy sa pangangailangan ng komunidad, samahan, o kompanyang
pag-uukulan inyong project proposal. Tandaan na ang pangunahing dahilan ng pagsulat ng
panukalang proyekto ay upang makatulong at makalikha ng positibong pagbabago.
Maisasagawa ang pangunahing bahagi na ito sa pamamagitan ng pagmamasid sa pamayanan o
kompanya. Maaring magsimula sa pagsagot ng mga tanong na ito:

            1. Ano-ano ang pangunahing suliraning dapat lapatan ng agarang solusyon?

2. Ano-ano ang pangangailangan ng pamayanan o samahan na naiss gawan ng panukalang

proyekto?

B. Pagsulat ng Katawan ng Panukalang Proyekto

            Matapos na mailahad ang panimulang naglalahad ng suliranin ng gagawang

panukalang proyekto ay isunod na gawin ang pinaka katawan ng sulating ito. Ito ay binubuo
ng layunin, planong dapat gawin, at badyet.

            1. Layunin –sa bahaging layunin makikita ang mga bagay na gustong makamit o ang
pinaka-adhikain ng panukala. Kailangan isulat ito batay sa kung paano makakmit ang mga
resultang ito. Ayon kina Jeremy Miner at Lynn Miner (2008), ang layunin ay kailangan
maging SIMPLE.

Specific –nakasaad ang bagay na nais makamit o mangyari sa panukalang proyekto

Immediate –nakasaad ang tiyak na petsa kung kalian ito matatapos

Measurable –may basehan o patunay na naisakatutuparan ang nasabing proyekto

Practical –nagsasaad ng solusyon sa binaggit na suliranin

Logical –nagsasaad ng paraan kung paano makakamit ang proyekto

Evaluable –masusukat kung papaano makatutulong ang proyekto

            2. Plano ng Dapat ng Gawin –matapos maitala ang layunin ay maaari nang buoin ang
talaan ng mga gawain o plan of action na naglalaman ng mga hakbang na isasagawa upang
malutas ang suliranin. Mahalagang maiplano ito ng mabuti ayon sa tamang pagsusunod-sunod
ng pasasagawa nito. Ito rin ay dapat maging makatotohanan at realistic. Kaylangang
ikonsidera din ang badyet sa pagsasagawa nito.

Plano ng Paggawa ng Breakwater o Pader para sa Ilog ng Baranggay Bacao

1. Pagpapasa, Pagpapaaproba, st paglalabas ng Badyet (7 araw)

2. Pagsasagawa ng bidding mula sa mga contracto o mangongontrata sa pagpapagawa ng

breakwater o pader (2 linggo)

§  Ang mga contractor ay inaasahang magpapasa o magsusumite ng kani-kanilang tawad para

sa pagpapatayo ng breakwater kasama ang plano para rito.

3. Pagpili ng konseho ng barangay para sa pagpili ng contractor na gagawa ng breakwater (1

linggo)

§  Gagawin din sa araw na ito ang opisyal na pagpapahayag ng napiling contractor para sa
kabatiran ng nakararami.

4. pagpapatayo ng breakwater sa ilalm ng pamamahala ng konseho ng barangay Bacao (3

linggo)

5. pagpapasinaya at pagbabasbas ng breakwater (1 araw)

                                                                                                                 

 
 

            3. Badyet –isa sa pinakamahalagang bahagi ng ng anumang panukalang proyekto ay

ang wasto at tapat na paglalatag ng kakailanganing badyet para dito. Ang badyet ay talaan ng
kakailanganin para sa pagsasakatuparan ng layunin.

Narito ang mahahalagang bagay na dapat tandaan sa paggawa ng badyet para sa panukalang
proyekto ayon sa datos mula sa modyul tungkol sa pagsulat ng panukalang proyekyo na may
pamagat na “Paghahanda ng Isang simpleng Proyekto”.

a. gawing simple at malinaw ang badyet upang madali itong maunawaan ng ahensiyao sangay
ng ng pamahalaan o institusyon na mag-aaproba at magsasagawa nito.

            b. pangkatin ang mga gastusin ayon sa klasipikasyon nito upang madaling sumahin.

            c. isama sa iyong badyet maging ang huling sentimo.

d. siguraduhing wasto o tama ang ginagawang pagkukwenta ng mga gastusin. Iwasan ang bura
o erasure sapagkat ito ay nangangahulugan ng integridad at kapat-dapat na pagtitiwala para
sa iyo.

 
C. Paglalahad ng Benepisyo ng Proyekto at Mga Makikinabang Nito

            Kadalasan ang panukalang proyekto ay naaaprubahan kung malinaw na nakasaad dito

kung sino ang matutulungan ng proyekto at kung paano ito makaktutulong sa kanila.
Maaaring ang makinabang nito ay mismong lahat ng mamamayan ng isang pamayanan, ang
mga empleyado ng isang kompanya, o kaya naman ay miyembro ng isang samahan.

Balangkas ng Panukalang Proyekto

            Maraming balangkas ng pagsulat ng panukalang proyekto ang maaaring gamitin

depende sa may-akda na naghahain nito. Sa ibang sanggunian, tulad ng halimbawa ng isinulat
ni Besim Nebiu sa kanyang akdang Developing Skills & NGO’s Project Proposal Writing
(2002), bahagi ng panukalang proyekto ang Abstrak executive summary ng panukala lalo na
kung medyo may kahabaan ang isinulat na papel.

1. Pamagat ng Panukalang Proyekto –Kadalasan, ito ay hinango mismo sa inilahad na

pangangailangan bilang tugon sa suliranin.

            2. Nagpadala –Naglalaman ito ng tirahan ng sumulay ng panukang proyekto.

            3. Petsa –O araw kung kalian ipinasa ang panukalang papel.

            4. Pagpapahayag ng Suliranin –Dito nakasaan ang suliranin at kung bakit dapat

maisagawa o             mabigay ang pangangailangan.

            5. Layunin –Naglalaman ito ng mga dahilan o kahalagahan kung bakit dapat isagawa
ang panukala.

            6. Plano ng Dapat Gawin –Dito makikita ang talaan ng pagkasunod-sunod ng mga

gawaing isasagawa       para sa pagsasakatuparan ng proyekto gayundin ang petsa at bilang ng
araw na gagawin ang      bawat isa.

            7. Badyet –Ang kalkulasyon ng mga guguling gagamitin sa pagpapagawa ng proyekto

            8. Paano Mapakikinabangan ng Pamayanan/Sanahan ang Panakulang Proyekto –

Kadalasan, ito rin             ang nagsilbing kongklusyon ng panukala kung saan nakasaad dito
ang mga taong makikinabang ng             proyekto at benipisyong makukuha nila mula rito.

DEFINITION, CHARACTERISTICS, AND TYPES OF QUANTITATIVE RESEARCH

In natural and social sciences, and sometimes in other fields, Quantitative research is the systematic
empirical investigation of observable phenomena via statistical, mathematical, or computational
techniques. The objective of quantitative research is to develop and employ mathematical models,
theories, and hypotheses pertaining to phenomena. The process of measurement is central to
quantitative research because it provides the fundamental connection between empirical observation
and mathematical expression of quantitative relationships.

            Quantitative research is essentially about collecting numerical data to explain a phenomenon.

Characteristics of Quantitative Research

            Your goal in conducting quantitative research study is to determine the relationship between
one thing [an independent variable] and another [a dependent or outcome variable] within a
population. Quantitative research designs are either descriptive [subjects usually measured once] or
experimental [subjects measured before and after a treatment]. A descriptive study establishes only
associations between variables; an experimental study establishes causality.

                Quantitative research deals in numbers, logic, and an objective stance. Quantitative

research focuses on numeric and unchanging data and detailed, convergent reasoning rather than
divergent reasoning [i.e., the generation of a variety of ideas about a research problem in a
spontaneous, free-flowing manner].

Its main characteristics are:

1.     The data is usually gathered using structured research instruments.

2.     The results are based on larger sample sizes that are representative of the population.

3.     The research study can usually be replicated or repeated, given its high reliability.

4.     Researcher has a clearly defined research question to which objective answers are sought.

5.     All aspects of the study are carefully designed before data is collected.

6.     Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other
non-textual forms.

7.     Projects can be used to generalize concepts more widely, predict future results, or investigate
causal relationships.

8.     Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

VARIABLES
A variable is something you are trying to measure. It can be practically anything, such as objects,
amounts of time, feelings, events, or ideas. If you are studying how people feel about different
television shows, the variables in that experiment are television shows and feelings. If you are
studying how different types of fertilizer affect how tall plants grow, the variables are type of
fertilizer and plant height.

There are two key variables in every experiment: the independent variable and the dependent
variable.

·         Independent variable: What the scientist changes or what changes on its own.

o    also known as the CAUSE or the ever-stagnant phenomenon that is existing and trivial to anyone.
This is an observed scenario in which was being affected or triggered by the dependent variable.

·         Dependent variable: What is being studied/measured

o    also known as the EFFECT or a force that is affecting a certain phenomenon. This is most likely
the factor that the researcher tends to solve/prove/ identify or answer in the proposed thesis work.

However, these variables can still be considered vague, as most of them can be specified on what
kind of scale they are.

SCALES OF MEASUREMENT

The four levels of measurement are nominal, ordinal, interval, and ratio, with nominal being the
least complex and precise measurement, and ratio being the most. In the hierarchy of measurement,
each level builds upon the last.

Nominal data

Nominal data is a type of qualitative data which groups variables into categories. You can think of
these categories as nouns or labels; they are purely descriptive, they don’t have any quantitative or
numeric value, and the various categories cannot be placed into any kind of meaningful order or
hierarchy.

Examples include:

 Hair color (blonde, gray, brown, black, etc.)

 Nationality (Kenyan, British, Chinese, etc.)
 Relationship status (married, cohabiting, single, etc.)
 Preferred mode of public transportation (bus, train, tram, etc.)
 Blood type (O negative, O positive, A negative, and so on)

Ordinal data
Ordinal data groups variables into descriptive categories. A distinguishing feature of ordinal data is
that the categories it uses are ordered on some kind of hierarchical scale, e.g. high to low. It
also classifies data while introducing an order or ranking. For instance, measuring economic status
using the hierarchy: ‘wealthy’, ‘middle income’ or ‘poor.’ However, there is no clearly defined
interval between these categories.

Examples include:

 Economic status (poor, middle income, wealthy)

 Income level in non-equally distributed ranges ($10K-$20K, $20K-$35K, $35K-$100K)
 Course grades (A+, A-, B+, B-, C)
 Education level (Elementary, High School, College, Graduate, Post-graduate)
 Likert scales (Very satisfied, satisfied, neutral, dissatisfied, very dissatisfied)
 Military ranks (Colonel, Brigadier General, Major General, Lieutenant General)
 Age (child, teenager, young adult, middle-aged, retiree)

Interval data

Interval data categorizes and ranks data, and introduces precise and continuous intervals, e.g.
temperature measurements in Fahrenheit and Celsius, or the pH scale. Interval data always lack
what’s known as a ‘true zero.’ In short, this means that interval data can contain negative values and
that a measurement of ‘zero’ can represent a quantifiable measure of something.

Examples include:

 Temperature in Fahrenheit or Celsius (-20, -10, 0, +10, +20, etc.)

 Times of the day (1pm, 2pm, 3pm, 4pm, etc.)
 Income level on a continuous scale ($10K, $20K, $30K, $40K, and so on)
 IQ scores (100, 110, 120, 130, 140, etc.)
 pH (pH of 2, pH of 4, pH of 6, pH of 8, pH of 10, etc.)
 Dates (1740, 1840, 1940, 2040, 2140, etc.

Ratio Data

Ratio data classifies and ranks data, and uses measured, continuous intervals, just like interval data.
However, unlike interval data, ratio data has a true zero. This basically means that zero is an
absolute, below which there are no meaningful values. Speed, age, or weight are all excellent
examples since none can have a negative value (you cannot be -10 years old or weigh -160 pounds).

Examples include:
 Temperature in Kelvin (0, +10, +20, +30, +40, etc.)
 Height (5ft. 8in., 5ft. 9in., 5ft. 10in., 5ft. 11in., 6ft. 0in. etc.)
 Price of goods ($0, $5, $10, $15, $20, $30, etc.)
 Age in years (from zero to 100+)
 Distance (from zero miles/km upwards)
 Time intervals (might include race times or the number of hours spent watching Netflix)
 BASIC STEPS OF RESEARCH PROCESS
  
                              Identify and develop your topic / Identify a Research Problem
 Selecting a topic can be the most challenging part of a research assignment. Since this is the
very first step in writing a paper, it is vital that it be done correctly.
  
 Once you have identified your topic, it may help to state it as a question. For example, if you
are interested in finding out about the epidemic of obesity in the Filipino population, you
might pose the question "What are the causes of obesity in the Philippines?" By posing your
subject as a question you can more easily identify the main concepts or keywords to be used
in your research.
  
 Do a preliminary search for information
  
 Before beginning your research in earnest, do a preliminary search to determine whether
there is enough information out there for your needs and to set the context of your research.
Look up your keywords in the appropriate titles in the library's Reference collection (such as
encyclopedias and dictionaries) and in other sources such as our catalog of books, periodical
databases, and Internet search engines. Additional background information may be found in
your lecture notes, textbooks, and reserve readings. You may find it necessary to adjust the
focus of your topic in light of the resources available to you.
  
 Locate materials
  
 With the direction of your research now clear to you, you can begin locating material on your
topic.
  
 You can use the library's electronic periodical databases to find magazine and newspaper
articles. Choose the databases and formats best suited to your topic; ask at the librarian at the
Reference Desk if you need help figuring out which database best meets your needs. Many of
the articles in the databases are available in full-text format.
  
 You may also use search engines (Google, Yahoo, etc.) and subject directories to locate
materials on the Internet.
  
 Evaluate your sources
  
 Your instructor expects that you will provide credible, truthful, and reliable information and
you have every right to expect that the sources you use are providing the same. This step is
especially important when using Internet resources, many of which are regarded as less than
reliable.
  
 Make notes
  
 Consult the resources you have chosen and note the information that will be useful in your
paper. Be sure to document all the sources you consult, even if you there is a chance you may
not use that particular source. The author, title, publisher, URL, and other information will be
needed later when creating a bibliography.
  
 Write your paper
  
 Begin by organizing the information you have collected. The next step is the rough draft,
wherein you get your ideas on paper in an unfinished fashion. This step will help you
organize your ideas and determine the form your final paper will take. After this, you will
revise the draft as many times as you think necessary to create a final product to turn in to
your instructor.
  
 Cite your sources properly
  
 Citing or documenting the sources used in your research serves two purposes: it gives proper
credit to the authors of the materials used, and it allows those who are reading your work to
duplicate your research and locate the sources that you have listed as references. The MLA
and the APA Styles are two popular citation formats.
 Proofread
 The final step in the process is to proofread the paper you have created. Read through the text
and check for any errors in spelling, grammar, and punctuation. Make sure the sources you
used are cited properly. Make sure the message that you want to get across to the reader has
been thoroughly stated.
 QUANTITATIVE RESEARCH DESIGNS

                                                                                                                                                    
Designing a research study requires making several decisions on the steps you will take to
answer your research questions. Like an engineer or an architect, you need to prepare a
blueprint for your project. It works the same way as the research process goes and designing
research will greatly help you in the long run. The following questions address several key
design features that must be considered.

  

                             1. What is the research question? Will there be an intervention?

 2. Instead of an intervention, will researchers observe study participants and take

measurements?

 3. What are the variables?

 4. When and how often will the data be collected, or measurements taken?

 5. What will the setting be for the study?

 6. In an intervention study with atleast two groups, will the participants be randomly assigned
to a group?

 7. In a human intervention study, will participants, researchers, and staff be blinded from
knowing to which group a participant was assigned?

  

  

  

 DESCRIPTIVE RESEARCH DESIGN

 Descriptive Designs collect information about variables without changing the environment or
manipulating any variables, so they do not look at possible cause and effect.  They do not
have interventions or treatments and are considered non-experimental. They are different
from observational designs in that they do not include comparison groups. According to
Grove, Burns, and Gray (2013), descriptive designs “may be used to develop theory, identify
problems with current practice, make judgements, or determine what others in similar
situations are doing” (p. 215).

  

 Descriptive Cross-Sectional Design

 In cross-sectional design, data is collected at one point of time. A purely descriptive cross-
sectional study provides basic information about prevalence (number of existing cases or
health condition in a population) and distribution, as provided in the examples below.

  

 Photo snipped from: Quantitative Research Designs (Jones & Bartlett Learning)

  

 Descriptive Correlational Design

 Correlation is a statistical procedure used to measure and describe the relationship or

association between to variables. The researcher may not know whether the variables are
related or may suspect that one influences the other. In either case, no attempt is made to
manipulate an independent variable in correlational designs, so you cannot conclude that the
relationship is causal simply based on correlation.

  
 Before you can use correlation, you must be sure that there is a linear relationship and that
the variables are quantitative. You may have to make decision about how to handle outliers.

  

 A descriptive correlational design has the following characteristics:

  

 1. Two variables are clearly identified are defined.

 2. Data for each of the variables are collected.

 3. There is one group of participants.

 4. There is no intervention or treatment going on before, during, or after data collection.

 5. Data is collected at one general point in time.

  

 Experimental Design

 This design requires an intervention, control group, and randomization of participants into
groups. Experimental designs have intervention, so they involve differences – often the
difference between an outcome measured in the experimental and control groups.

  

 To be considered experimental design, the following must be present.

 1. An intervention or treatment. The researcher manipulates the independent variable by,

for example, requiring the intervention group to eat a diet that has been modified, take a
supplement containing a nutrient or phytochemical, or take part in an educational program.

 2. Control for extraneous variables. Various control techniques, such as randomization and

having a control group, are used. Having a control group allows the researcher to compare
and evaluate the performance of the experimental group on the outcome (dependent)
variable.

 3. Randomization. The researcher randomly assigns each participant to a group so that each

person has an equal chance of being in either group. This removes the problem of selection
bias so that comparable, balanced groups of similar size are formed.

  
  Shown below is another snip from Quantitative Research Designs (Jones & Bartlett
Learning) showing how control group should be treated.

WRITING RESEARCH TITLE

                                                        Identifying a Research Topic

1. Select a topic within the parameters set by the assignment. Many times your instructor will give
you clear guidelines as to what you can and cannot write about. Failure to work within these
guidelines may result in your proposed paper being deemed unacceptable by your instructor.

2. Select a topic of personal interest to you and learn more about it. The research for and writing of a
paper will be more enjoyable if you are writing about something that you find interesting.

3. Select a topic for which you can find a manageable amount of information. Do a preliminary
search of information sources to determine whether existing sources will meet your needs. If you find
too much information, you may need to narrow your topic; if you find too little, you may need to
broaden your topic.

4. Be original. Your instructor reads hundreds of research papers every year, and many of them are
on the same topics (topics in the news at the time, controversial issues, subjects for which there is
ample and easily accessed information). Stand out from your classmates by selecting an interesting
and off-the-beaten-path topic.

ETHICAL STANDARDS IN RESEARCH

When most people think of ethics (or morals), they think of rules for distinguishing between right
and wrong, such as the Golden Rule ("Do unto others as you would have them do unto you"), a code
of professional conduct like the Hippocratic Oath ("First of all, do no harm"), a religious creed like
the Ten Commandments ("Thou Shalt not kill..."), or a wise aphorisms like the sayings of Confucius.
This is the most common way of defining "ethics": norms for conduct that distinguish between
acceptable and unacceptable behavior.

Research ethics provides guidelines for the responsible conduct of biomedical research. In addition,
research ethics educates and monitors scientists conducting research to ensure a high ethical
standard. The following are the most common research standards to be met and followed, though it
may vary depending on fields and institution that established the standards.

 
 

1. Institutional Approval

When institutional approval is required, researchers provide accurate information about their research
proposals and obtain approval prior to conducting the research. They conduct the research in
accordance with the approved research protocol.

2. Research with human subjects

                                                                a. Informed Consent

Potential participants should make their own decision about whether they want to participate or
continue participating in research. This is done through a process of informed consent in which
individuals (1) are accurately informed of the purpose, methods, risks, benefits, and alternatives to
the research, (2) understand this information and how it relates to their own clinical situation or
interests, and (3) make a voluntary decision about whether to participate.

  b. Respect for potential and enrolled participants

Individuals should be treated with respect from the time they are approached for possible
participation — even if they refuse enrollment in a study — throughout their participation and after
their participation ends. This includes:

●        respecting their privacy and keeping their private information confidential

●        respecting their right to change their mind, to decide that the research does not match their
interests, and to withdraw without a penalty

●        informing them of new information that might emerge in the course of research, which might
change their assessment of the risks and benefits of participating

●        monitoring their welfare and, if they experience adverse reactions, unexpected effects, or
changes in clinical status, ensuring appropriate treatment and, when necessary, removal from the
study

●        informing them about what was learned from the research

3. Authorship
Authorship is the process of deciding whose names belong on a research paper. In many cases,
research evolves from collaboration and assistance between experts and colleagues. Some of this
assistance will require acknowledgment and some will require joint authorship.

Responsible authorship practices are an important part of the research. Reporting and analyzing
results is the key to applying research findings to the real world. Despite its vital role, authorship
remains a murky and vague area for many scientists who frequently run into difficulty when deciding
which colleagues should be listed as authors or co-authors, and which colleagues should instead
receive an acknowledgment.

4. Plagiarism

Plagiarism is the act of passing off somebody else’s ideas, thoughts, pictures, theories, words, or
stories as your own. If a researcher plagiarizes the work of others, they are bringing into question the
integrity, ethics, and trustworthiness of the total of his or her research.9 In addition, plagiarism is
both an illegal act and punishable, considered to be on the same level as stealing from the author that
he or she created.

Plagiarism takes many forms. On one end of the spectrum are people who intentionally take a
passage word-for-word, put it in their work, and do not properly credit the original author. The other
end consists of unintentional (or simply lazy) paraphrased and fragmented texts the author has pieced
together from several works without properly citing the original sources. No part of the spectrum of
potential plagiaristic acts is tolerated by the scientific community, and research manuscripts will be
rejected by publishers if they contain any form of plagiarism – including unintentional plagiarism.

5. Peer Review

Peer review is the process in which an author (or authors) submits a written manuscript or article to a
journal for publication and the journal editor distributes the article to experts working in the same, or
similar, scientific discipline. The experts, otherwise called the reviewers, and the editor then enters
the peer review process. The process involves the following:

1. Reviewers and editors read and evaluate the article.

2. Reviewers submit their reviews back to the journal editor.

3. The journal editor takes all comments, including their own, and communicates this feedback to the
original author (or authors)

6. Conflicts of Interest

Conflicts of interest arise when a person’s (or an organization’s) obligations to a particular research
project conflict with their interests or obligations. A researcher should attempt to identify potential
conflicts of interest to confront those issues before they have a chance to do harm or damage. If
conflicts of interest do exist, then the objectivity of the researcher and the integrity of the research
results can be questioned by any person throughout the research review process – from the IRB
review through the peer review phase. It is therefore imperative to address conflicts of interest up
front and discuss how to combat a potential lack of objectivity before the research is called into
question.

7. Data Management

in respect to research ethics, references three issues: 1) the ethical and truthful collection of reliable
data; 2) the ownership and responsibility of collected data; and, 3) retaining data and sharing access
to collected data with colleagues and the public.32,33 Each issue contributes to the integrity of
research and can be easily overlooked by researchers. Oftentimes, researchers will downplay the
importance of data management because the details can be time consuming and they assume they can
“figure it out” as they go along. It is not adequate research practice to assume issues involved in data
collection will work themselves out on their own. Instead, a clear, responsible, ethically sound, and
carefully outlined plan for data management is required at the beginning of research to prevent all
manners of conflicts and inappropriate research methods.

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

This chapter aims to give the reader and insight of what will be the flow of the whole thesis. The
Introduction, Background of the study, Statement of the problem, Significance of the study,
Statement of the hypothesis, and Scope and delimitation are found here. It is in this chapter where the
whole thesis revolves. These are the parts of chapter 1:

●        Title page – part of the research in which is neatly and properly written down (title; to whom;
purpose; name/s; date)

●        Approval sheet – this is where the names of proper signatories will be written down (Thesis
Chairperson; Panelists; Thesis Adviser)

●        Acknowledgement – a part of the dissertation in which the researcher will include the names
of those who helped them throughout the process; the part to show gratitude to those who helped.

●        Dedication – this is where the researchers will include the names of those people whom they
dedicated the final manuscript

●        Thesis Abstract – a quick overview of the entire research

●        Table of Contents – list of pages

Parts of Chapter I

●        Introduction – part of chapter I that provides detailed information about what was the arising
problem or the problem to discuss in the manuscript.
●        Background of the Study – part of chapter I that provides detailed information how the
research was done.

●        Statement of the Study – part of the chapter I where the general statement of the problem and
the sub-problems are stated.

●        Significance of the Study – part of the chapter I that is stating the importance of the entire
research

●        Hypothesis – the assumption of the study NULL if (No) ALTERNATE if (Yes)

●        Scope and Delimitation – part of the chapter I that sets the boundaries of the entire research
process

Why is a research question essential to the research process?

          Research questions help writers focus their research by providing a path through the research
and writing process. The specificity of a well-developed research question helps writers avoid the
“all-about” paper and work toward supporting a specific, arguable thesis.

After you have come up with a question, think about the possible paths your research could take.
What sources should you consult as you seek answers to your question? What research process will
ensure that you find a variety of perspectives and responses to your question?

A citation is a reference to a published or unpublished source. More precisely, a citation is an

abbreviated alphanumeric expression embedded in the body of an intellectual work that denotes an
entry in the bibliographic references section of the work for the purpose of acknowledging the
relevance of the works of others to the topic of discussion at the spot where the citation appears.

          Generally the combination of both the in-body citation and the bibliographic entry constitutes
what is commonly thought of as a citation (whereas bibliographic entries by themselves are not).
References to single, machine-readable assertions in electronic scientific articles are known as
nanopublications, a form of micro attribution.

          Citations have several important purposes: to uphold intellectual honesty (or avoiding
plagiarism), to attribute prior or unoriginal work and ideas to the correct sources, to allow the reader
to determine independently whether the referenced material supports the author's argument in the
claimed way, and to help the reader gauge the strength and validity of the material the author has
used.

What is a citation and citation style?

 

A citation is a way of giving credit to individuals for their creative and intellectual works that you
utilized to support your research. It can also be used to locate sources and combat plagiarism.
Typically, a citation can include the author's name, date, location of the publishing company, journal
title, or DOI (Digital Object Identifier).

A citation style dictates the information necessary for a citation and how the information is ordered,
as well as punctuation and other formatting.

How to do I choose a citation style?

There are many ways of citing resources from your research. The citation style sometimes depends
on the academic discipline involved. For example:

●        APA (American Psychological Association) is used by Education, Psychology, and

Sciences

●        MLA (Modern Language Association) style is used by the Humanities

●        Chicago/Turabian style is generally used by Business, History, and the Fine Arts

What is APA Style?

APA (American Psychological Association) Style originated in 1929, when a group of psychologists,
anthropologists, and business managers convened and sought to establish a simple set of procedures,
or style rules, that would codify the many components of scientific writing to increase the ease of
reading comprehension.

As with other editorial styles, APA Style consists of rules or guidelines that a publisher observes to
ensure clear and consistent presentation of written material. It concerns uniform use of such elements
as selection of headings, tone, and length, punctuation and abbreviations, presentation of numbers
and statistics, construction of tables and figures, citation of references, and many other elements that
are a part of a manuscript. (Source: Official APA website)

In-text Citation with APA

The APA style calls for three kinds of information to be included in in-text citations. The author's last
name and the work's date of publication must always appear, and these items must match exactly the
corresponding entry in the references list. The third kind of information, the page number, appears
only in a citation to a direct quotation.

I. INTRODUCTION

Hello! This is the fourth week of your online module learning, and we will tackle on how to properly
cite sources of your thesis. Citing sources is a very critical part of research, as it is important to credit
the people from which the information from our research is coming from. 

II. LESSON OBJECTIVES

At the end of this lesson, you are expected to:

            a. determine the three common types of citing sources;

b. understand the importance of citing sources in research; and

c. determine what style would work most in researches.

III. PRE- ASSESSMENT

What do you think is plagiarism, and how important not to commit one in writing research?

IV. LESSON CONTENT

CITATION TECHNIQUES

Citation – a quotation from or reference to a book, paper, or author, especially in a scholarly work.

            A citation is a way you tell your readers that certain materials in your work came from
another source. It also gives our readers the information necessary to find the source you used as it
provides the following information.

1. Name of the author

2. Title of the work
 3. Name and location of the company that published your copy of the source
4. Date your copy was published
5. Page numbers of the material you are borrowing

          A citation is a reference to a published or unpublished source. More precisely, a citation is an
abbreviated alphanumeric expression embedded in the body of an intellectual work that denotes an
entry in the bibliographic references section of the work for the purpose of acknowledging the
relevance of the works of others to the topic of discussion at the spot where the citation appears.

          Generally the combination of both the in-body citation and the bibliographic entry constitutes
what is commonly thought of as a citation (whereas bibliographic entries by themselves are not).
References to single, machine-readable assertions in electronic scientific articles are known as
nanopublications, a form of micro attribution.

          Citations have several important purposes: to uphold intellectual honesty (or avoiding
plagiarism), to attribute prior or unoriginal work and ideas to the correct sources, to allow the reader
to determine independently whether the referenced material supports the author's argument in the
claimed way, and to help the reader gauge the strength and validity of the material the author has
used.

What is a citation and citation style?

A citation is a way of giving credit to individuals for their creative and intellectual works that you
utilized to support your research. It can also be used to locate sources and combat plagiarism.
Typically, a citation can include the author's name, date, location of the publishing company, journal
title, or DOI (Digital Object Identifier).

A citation style dictates the information necessary for a citation and how the information is ordered,
as well as punctuation and other formatting.

How to do I choose a citation style?

There are many ways of citing resources from your research. The citation style sometimes depends
on the academic discipline involved. For example:

●        APA (American Psychological Association) is used by Education, Psychology, and

Sciences
●        MLA (Modern Language Association) style is used by the Humanities

●        Chicago/Turabian style is generally used by Business, History, and the Fine Arts

What is APA Style?

APA (American Psychological Association) Style originated in 1929, when a group of psychologists,
anthropologists, and business managers convened and sought to establish a simple set of procedures,
or style rules, that would codify the many components of scientific writing to increase the ease of
reading comprehension.

As with other editorial styles, APA Style consists of rules or guidelines that a publisher observes to
ensure clear and consistent presentation of written material. It concerns uniform use of such elements
as selection of headings, tone, and length, punctuation and abbreviations, presentation of numbers
and statistics, construction of tables and figures, citation of references, and many other elements that
are a part of a manuscript. (Source: Official APA website)

In-text Citation with APA

The APA style calls for three kinds of information to be included in in-text citations. The author's last
name and the work's date of publication must always appear, and these items must match exactly the
corresponding entry in the references list. The third kind of information, the page number, appears
only in a citation to a direct quotation.

Direct quote from the text

"The potentially contradictory nature of Moscow's priorities surfaced first in its policies towards East
Germany and Yugoslavia," (Crockatt, 1995, p. 1).

What is MLA Style?

MLA (Modern Language Association) style for documentation is widely used in the humanities,
especially in writing on language and literature. MLA style features brief parenthetical citations in
the text keyed to an alphabetical list of works cited that appears at the end of the work.

 
Containers

The concept of containers is crucial to MLA style. When the source being documented forms part of
a larger whole, the larger whole can be thought of as a container that holds the source. For example, a
short story may be contained in an anthology. The short story is the source, and the anthology is the
container.

What is Chicago Style?

Chicago is a documentation style that has been published by the Chicago University Press since
1906. This citation style incorporates rules of grammar and punctuation common in American
English. Typically, Chicago style presents two basic documentation systems: (1) notes and
bibliography and (2) author-date. Choosing between the two often depends on subject matter and the
nature of sources cited, as each system is favored by different groups of scholars.

The notes and bibliography style are preferred by many in the humanities, including those in
literature, history, and the arts. This style presents bibliographic information in notes and, often, a
bibliography.

The author-date style has long been used by those in the physical, natural, and social sciences. In this
system, sources are briefly cited in the text, usually in parentheses, by author’s last name and date of
publication. The short citations are amplified in a list of references, where full bibliographic
information is provided.

UNDERSTANDING THE MIDDLE AND LATE ADOLESCENCE

Adolescence is a crucial period in the development of an individual. It marks the major transition
stage that bridge childhood to adulthood. The middle and late adolescence is between the ages of 15
– 21. For an adolescent, the world is expanding, exciting, and demanding of energy. A major
hallmark of this period is the quest for identity and individuality through assertion of independence,
exercise of personal decisions in relation to what one wants to be in the future, and establishing
meaningful relationships with others.

CHANGES AND TRANSITIONS

Physical Changes and Body Image

            Physiological. Most of the physical changes have already taken place at the early part of
adolescence, which is roughly between ages 12 –14. One of the reasons is the secretion of hormones
by the endocrine glands. Hormone is a chemical substance that passes through the bloodstream to
reach different organs and tissues. Hormones enable the organs and tissues to perform their
respective functions.

            Physical. During the middle part of adolescence, a major growth spurt sets in, resulting in the
individual’s distinct physical characteristics. These are secondary characteristics as a result of
physiological changes in the body.

            Psychological. From that awkward feeling of recognizing the changes happening with your
body, you now become conscious of what has taken place and what comes with it. You become more
concerned with your body image.

How to Deal with Body Issues

1. Prioritize health over beauty.

2. Get help for a healthy body, if necessary.

3. Avoid critical of how you look.

4. Be yourself. Accept the God-given gifts you have.

5. Look inside yourself and be your own inspiration.

6. Love yourself

7. Appreciate your beauty and others’ beauty, inside and out.

SELF-IDENTITY

            Adolescence is the point in life when you ask who you are. This requires personal knowledge
of your qualities that help define you. The distinctive characteristics of the individual are what we
call self-identity. In psychology, self-identity is significantly related to one’s overall self-evaluation
and sense of individuality.

            There are two prominent developmental theorists who focused on self-identity during the
period of adolescence: Erik Erikson and James Marcia.

Erik Erikson’s Self-Identity

            Erikson identified two major crises in adolescence. One of these is establishing one’s identity.

 
Identity versus Role Confusion 

            Establishing a clear personal identity is important at this stage. You need to be clear of
who you are. It sets the ground of becoming the person you want to be in the future. You need to
know what you want, your strengths that will build your competence, weaknesses you need to
overcome, and your interests that should help you make career plans. There are things you need to
establish about yourself. If you fail to achieve this, identity confusion or role diffusion is a
consequence. What happens? Essentially, you become uncertain about yourself or you do not what to
do. That is a situation an adolescent should overcome.

            Failure to achieve a clear sense of identity leads to “identity crisis,” a sense that you do not
know who you are. It is a state of confusion that makes it hard for you to know what you want or
makes choices. It may give an awful feeling that you do not know your place or where you fit best.
How you see yourself will also be affected: either you get low self-esteem or develop an exaggerated
outlook of yourself.

            Identity achievement is not a passive activity or readily given to you. You work on it. You
make an effort to know yourself. You engage in the process. It is essential that you continuously
reflect to think about yourself – what you like or what you want, your interests, what you can do,
what you need to develop.

James Marcia’s Development of Self-Identity

            James Marcia, an expert in identity information, defines identity as “an internal, self-
constructed, dynamic organization of drives, abilities, beliefs, and individual history”. He extended
Erikson’s theory on self-identity and identified key elements in achieving a mature identity: (1) crisis
which presents an opportunity to explore and (2) commitment which keeps you faithful in your
beliefs and values, as well as focused on identified goals, plans or chosen career. He identified four
statuses of youth which indicate identity issues.

1. Identity diffused. You have not experienced identity crisis. Neither have you explored what you
want to do or want to become. Your personal identity is unclear.

2. Foreclosed. There is little or no evidence of identity crisis. You have not personally explored or
reflected things about you. Nonetheless, commitment is clear.

3. Moratorium. You are going through identity crisis. You are currently struggling as you explore
areas that will help you know who you are and establish your authentic personal identity.

4. Identity achieved.  You have come to clearly understand who you are, and have already decided
on what you want. You know what to pursue in life and have established goals to direct your plans
for the future.

SOCIAL INTERESTS, EMOTIONAL STABILITY, AND MATURITY LEVEL

As the world expands and you meet more people, there is a need to connect, a strong desire to be
accepted or to feel that you “fit in” while in the process of developing your own identity and
uniqueness as an individual. You want to be yourself, at the same time you want to be accepted by
others.

            Adolescents form many relationships at this stage which widen social spheres and influences.
Your interests are also expanding, oftentimes with the exclusion with the family. You have cliques,
sports groups, peers in class, clubs and other social networks that take different forms in terms of
quantity and quality of relationship you share with them. It is at this point when there is a need for
maturity to be able to handle emotions well, express emotional reactions positively, and
communicate feelings clearly for smooth, interpersonal relationships. Maturity and emotional
stability are important especially when dealing with people and handling stress.  

WHOLE PERSON DEVELOPMENT

As humans, we develop over time. We become more advanced in certain elements of our lives. For
example, one may build their physical fitness by working out and becoming stronger and faster or
they gain experience in their professional work and be promoted to a higher position.

Rather than focusing on developing one, or a few of these areas, whole-person development focuses
on six core components of life. These components are emotional, physical, spiritual, social,
psychological, and professional. Focusing on these six aspects of Whole Person Development allows
you to live a balanced and successful life.

 
 Figure 2.1 Developing the Whole Person

1. Emotional

Your emotions shape who you are. They give rise to your reactions to situations, your personality,
your connection with others, your adaptation to change, your ability to handle stressful situations,
and much, much more. Developing your emotions, or your emotional intelligence gives way to
learning more about yourself and others.

Your emotional intelligence is your capability to recognize your emotions and use them to guide your
thinking and actions. Emotional intelligence is the driver of success, in more ways than one. It
creates leadership skills, social skills, and self-help skills. Emotional intelligence may even be
a better indicator of workplace success than high IQ levels.

Your emotional intelligence also helps you relate and empathize with others. Here at Gloveworx, we
put a large emphasis on your tribe and your social connection to others. Your relationships form a
huge part of your life and thus impact your overall success.

Working on the emotional aspect of Whole Person Development will help you to become more
productive in many different areas of your life.

2. Physical

The physical aspect of Whole Person Development relates to your physical health. It entails eating
the right foods, exercising to maintain a healthy body, getting enough sleep, and managing stress.

We know very well how important physical health is. It prevents disease, helps maintain healthy
body weight, and makes you feel good. However, we rarely pay attention to the other ways in which
physical fitness affects us.

Being healthy is good for so much more than merely your body. When you’re eating right,
exercising, and taking care of your overall well-being, you have more mental clarity and energy to
push through daily responsibilities. It keeps you happy and confident, which translates into
fulfillment in other areas of your life, such as work, parenting, and social relationships.

Gloveworx views your vitality, or physical health, as an extremely important aspect of your overall
development that will help you reach higher levels of success.

3. Spiritual

Spirituality is an essential piece of the Whole Person Development puzzle. It’s a means of finding
purpose and connecting with yourself as well as with the world around you. It’s important to note
that spiritualism can be different for everybody. It might be faith, prayer, meditation, or even being
out in nature.
Spiritual awareness helps fulfill a variety of different human functions. It promotes compassion,
positive relationships, a sense of purpose, honesty, optimism, and inner peace. These characteristics
make up a crucial part of success and happiness.

4. Social

Almost everything we do in life involves interacting with others. We must understand how to form
and maintain good relationships, as well as how to properly act in different social environments. For
example, the way you talk with your boss at work will be much different than the way you interact
with friends.

To be truly successful, it’s important to understand how to present yourself in a variety of different
social atmospheres.

5. Psychological

It’s easy to portray a certain image of yourself to others. Through social media or even in-person
interactions, people see you from the outside. Your outer image is normally much different from
what’s on the inside.

The psychological aspect of Whole Person Development relates to knowing your true inner self. It
promotes self-esteem and self-acceptance. Your relationship with yourself is arguably the most
crucial driver of success. After all, if you don’t believe in your capabilities, who will?

Self-belief creates optimism, drive, motivation, and ultimately, success.

6. Professional

We spend A LOT of our time at work. It makes sense then that your professional life and
happiness are closely linked. Think about it; a high-stress job that causes you to work overtime is
likely going to bring stress and time-management issues into your personal life. If you wake up every
morning dreading going to work, that’s going to have a huge effect on your mood and on the way,
you start your day.

Every job comes with problems and stressors, but if you are generally happy and doing something
that fulfills you, you will feel accomplished in other areas of your life as well.

3 Ways to Become More Balanced

While the Whole Person Development theory makes sense, it’s not always easy to apply that kind of
balance to real-life situations. Here are three simple ways to become more balanced and work on
your ‘whole’ self.

1. Assess Your Level of Development

●         Take some time to reflect upon your level of congruence based on Whole Person
Development. Think about each of the six aspects of the theory and how they relate to you.
Determine where your strengths and weaknesses are, and hone in on those areas that you want to
work on.

2. Set Goals for Each Area of Your Life

●         Once you’ve determined where you are concerning your whole self, write down goals for
each of the six aspects of Whole Person Development. Don’t overwhelm yourself. Try to choose one
or two goals for each area, and be sure to choose goals that are simple and realistic. Then, form a
plan on how to reach those goals.

3. Apply It In and Out of the Ring

Boxing does not begin and end in the ring. Whenever you step into the Gloveworx boxing studio,
become conscious and mindful of everything you're doing, and how it relates to other areas of your
life. Allow it to help you grow, not just physically, but mentally, spiritually, socially, and
professionally. Then, take what you’ve learned in the ring and apply it elsewhere.

In the early adolescent years, due to puberty, there is an increasing change in adolescents' physical
attributes as well as establishing themselves as unique individuals separate from their parents'
identity. Their main concern is their physical appearance and how will this make them acceptable to
others. (Santrock, 2008)

There is a great sense of conformity to peers, and people frequently compare themselves to others
because they use their peers as standards. The worst-case scenario is when people realize they are
different from their peers. They challenge authority and the family and are frequently seen as
argumentative and disobedient. Their attention is on the "self" than being socially conscious.

Middle adolescence is often indicated by the onset of new thinking skills and abstract reasoning.
They are less concerned about physical changes but more about personal attractiveness. Although
peers still play an important role in the life of middle adolescents, they are increasingly self-directed.
Teenagers start exploring their abilities to date and find a partner when their sexual urges start to
manifest. As they try to satisfy their increasing need for independence, there is rising tension with the
family. They exhibit risk-taking behaviors at this time because they like to experiment and look for
enjoyment. Even Nevertheless, middle adolescence is also a time when teenagers are motivated by
what is good and appropriate. They spend a lot of time deciding on their professional aspirations and
preparing for adult roles. They are working on gaining a sense of maturity and reining in their
impulsivity.

Late adolescence is signified by the final preparations for adult roles. They are future-oriented and
able to understand, plan and pursue long-range goals. They are often seen as philosophical and
idealistic as they attempt to form their career goals and establish a sense of personal identity. The
need for peer approval is reduced and is mainly psychologically independent from their parents; the
shift to adulthood is nearly complete. The adolescent developmental tasks and milestones are
summarized below.

https://www.oregon.gov/oha/PH/HEALTHYPEOPLEFAMILIES/YOUTH/
ADOLESCENTGROWTHDEVELOPMENT/Documents/adoldevstages.pdf

Developmental Tasks of Normal Adolescence

Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages in
human development can best be thought of in terms of the developmental tasks that are part of the
normal transition. He identified eleven developmental tasks associated with the adolescent transition.
Each of the Havighurst tasks can also be seen as an element of the overall sense of self that
adolescents carry with them as they move toward and into young adulthood.

·        The adolescent must adjust to a new physical sense of self. At no other time since birth does an
individual undergo such rapid and profound physical changes as during early adolescence. Puberty is
marked by sudden rapid growth in height and weight. Also, the young person experiences the
emergence and accentuation of those physical traits that make him or her a boy or girl. The young
person looks less like a child and more like a physically and sexually mature adult. The effect of this
rapid change is that the young adolescent often becomes focused on his or her body.

·        The adolescent must adjust to new intellectual abilities. In addition to a sudden spurt in
physical growth, adolescents experience a sudden increase in their ability to think about their world.
As a normal part of maturity, they can think about more things. However, they are also able to
conceive of their world with a new level of awareness. Before adolescence, children's thinking is
dominated by a need to have a concrete example for any problem that they solve. Their thinking is
constrained to what is real and physical. During adolescence, young people begin to recognize and
understand abstractions. The growth in the ability to deal with abstractions accelerates during the
middle stages of adolescence.

 
·        The adolescent must adjust to increased cognitive demands at school. Adults see high school in
part as a place where adolescents prepare for adult roles and responsibilities and in part as
preparatory for further education. School curricula are frequently dominated by the inclusion of more
abstract, demanding material, regardless of whether the adolescents have achieved formal thought.
Since not all adolescents make the intellectual transition at the same rate, demands for abstract
thinking before the achievement of that ability may be frustrating.

·        The adolescent must develop expanded verbal skills. As adolescents mature intellectually, as
they face increased school demands, and as they prepare for adult roles, they must develop new
verbal skills to accommodate more complex concepts and tasks. Their limited language of childhood
is no longer adequate. Adolescents may appear less competent because of their inability to express
themselves meaningfully.

·        The adolescent must develop a personal sense of identity. Before adolescence, one's identity is
an extension of one's parents. During adolescence, a young person begins to recognize her or his
uniqueness and separation from parents. As such, one must restructure the answer to the question
"What does it mean to be me?" or "Who am I?"

·        The adolescent must establish adult vocational goals. As part of the process of establishing
personal identity, the adolescent must also begin the process of focusing on the question "What do
you plan to be when you grow up?" Adolescents must identify, at least at a preliminary level what
are their adult vocational goals and how they intend to achieve those goals.

·        The adolescent must establish emotional and psychological independence from his or her
parents. Childhood is marked by a strong dependence on one's parents. Adolescents may yearn to
keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a sense of
independence, autonomy, of being one's own person. Adolescents may vacillate between their desire
for dependence and their need to be independent. In an attempt to assert their need for independence
and individuality, adolescents may respond with what appears to be hostility and lack of cooperation.

·        The adolescent must develop stable and productive peer relationships. Although peer
interaction is not unique to adolescence, peer interaction seems to hit a peak of importance during
early and middle adolescence. The degree to which an adolescent can make friends and have an
accepting peer group is a major indicator of how well the adolescent will successfully adjust in other
areas of social and psychological development.

 
·        The adolescent must learn to manage her or his sexuality. With their increased physical and
sexual maturity, adolescents need to incorporate into their identity, a set of attitudes about what it
means to be male or female. Their self-image must accommodate their personal sense of masculinity
and femininity. Additionally, they must incorporate values about their sexual behavior.

·        The adolescent must adopt a personal value system. During adolescence, as teens develop
increasingly complex knowledge systems, they also adopt an integrated set of values and morals.
During the early stages of moral development, parents provide their children with a structured set of
rules of what is right and wrong, and what is acceptable and unacceptable. Eventually, the adolescent
must assess the parents' values as they come into conflict with values expressed by peers and other
segments of society. To reconcile differences, the adolescent restructures those beliefs into a personal
ideology.

·        The adolescent must develop increased impulse control and behavioral maturity. In their shift
to adulthood, most young people engage in one or more behaviors that place them at physical, social,
or educational risk. Risky behaviors are sufficiently pervasive among adolescents that risk taking
may be a normal developmental process of adolescence. Risk taking is particularly evident during
early and middle adolescence. Gradually adolescents develop a set of behavioral self-controls
through which they assess which behaviors are acceptable and adult-like.

Adolescents do not progress through these multiple developmental tasks separately. At any given
time, adolescents may be dealing with several. Further, the centrality of specific developmental tasks
varies with early, middle, and late periods of the transition. During the early adolescent years, young
people make their first attempts to leave the dependent, secure role of a child and to establish
themselves as unique individuals, independent of their parents. Early adolescence is marked by rapid
physical growth and maturation. The focus of adolescents' self-concepts is thus often on their
physical self and their evaluation of their physical acceptability. Early adolescence is also a period of
intense conformity to peers. "Getting along," not being different, and being accepted seem somehow
pressing to the early adolescent. The worst possibility, from the view of the early adolescent, is to be
seen by peers as "different."

Adapted from: Ingersoll, Gary M. (to be published). Normal adolescence. Bloomington, IN: Center
for Adolescent Studies

Understanding Mental Health

The concept related to mental health is psychological being. Carol D. Ryff (1989) considers well-
being as multidimensional that covers different aspects. It is not only about having positive emotions
like feeling good or happy. It also refers to a number of positive psychological functioning. They are
also as follows:

● Self-acceptance
            You accept yourself and have a positive attitude toward who you are. You have good
qualities, and acknowledge that you have bad qualities as well.

●       Positive relations

            You have warm, trusting, and satisfying relationships with others. You are concerned about
others and able to empathize with what they are going through.

●       Autonomy

             You are independent and can resist social pressures. You can manage or can control your
behavior. You evaluate yourself based on your standards, instead of relying on the evaluation of
others.

●       Environmental mastery

             You can manage your environment and maximize the opportunities available to you that
match your values and suit your personal needs.

●       Purpose in life

            You strive to have meaning in life by setting goals and having direction and intention for
what you do.

●       Personal growth

            You commit yourself to developing your potential, growing, and becoming the best person
you can be. You are open to experience as you go through different stages in your life.

Why is Good Mental Health and Well-Being Necessary?

            Mental health and well-being are very important as they allow you to live fully and function
at your best. For instance, you can do tasks and perform an activity or job at the optimum level of
efficiency. Can you imagine the difficulty of doing a projector working on a job when you are not
feeling okay? It is not simply a physical illness that affects your condition.

            Good mental health enhances your ability to relate with others well, resulting in satisfying,
healthy relationships. It puts you in a good disposition as you interact with others. Moreover, it
enables you to focus and make better choices because you are clear about what you want. It also
enables you to handle the ups and downs of life.

Common Problems among Adolescents

It must be exciting to be at this stage of your life. But sometimes, there are some tough sides to it.
There are circumstances, hindrances, or problems that come along the way.

●       Problem with Attention/Focusing

The inability to focus may be temporary. It may be due to certain life events or situations. However,
if it becomes chronic that it already affects your normal functioning for quite a long time (Examples:
you get repeatedly reprimanded for annoying behavior like “fooling around” instead of listening in
class).

●       Mood Swings

            Mood swings would mean the fast shifting of mood. Someone with mood swings tends to be
irritable and can be very unpredictable. For example, an adolescent like you may feel energetic and
happy, and then suddenly feel lazy, sad, or irritable after a while.

●       Low Self-esteem

Self-esteem refers to how well you regard yourself. Teenagers with low self-esteem suffer from the
inability to maximize their talents and skill, believing that they do not have what it takes to do or
perform tasks. You think low or poorly of yourself, and such affects your self-confidence.

●       Anxiety

            It usually happens when we are anticipating something we are fearful of, or when faced with
difficult situations. It becomes a problem when it becomes chronic. It is serious when it already
affects your normal functioning, like when it already affects your normal functioning, like when you
start to experience sleeplessness feel scared for no reason, or experience restlessness.

●       Depression

            It is normal especially when faced with a lot of problems, difficulties, or frustrations. It
becomes a cause of concern if the duration lasts a number of weeks (four to six weeks or months),
and may have already impaired you from doing your normal activities.

●       Eating Problems

            This is more than losing appetite. It is usually manifested by the concerned individuals
adapting extreme measures to lose weight, like crash-dieting and cutting down on food intake. If it
reaches a point of extreme obsession to lose weight, then it may result in some psychological
disorders like anorexia nervosa and bulimia.

            Anorexia nervosa is a psychological disorder wherein the person keeps his/her weight as low
as possible because of faulty thinking that he/she is fat and would want to be thin as possible.

            Bulimia is characterized by a cycle of bingeing or overeating and then purging what has been
eaten by vomiting to avoid gaining weight.

●       Substance Abuse

            WHO defines substance abuse as the “harmful or hazardous use of psychoactive substances,
including alcohol and illicit drugs.” Psychoactive substances affect the central nervous system by
altering brain function resulting in changes in perception, behavior, and mood.
            The use of drugs and alcohol has serious consequences for your physical health, and well-
being, as well as academic and professional life. Effects include:

⮚      Organ damage

⮚      Cancer

⮚      Hormone imbalance

⮚      Mood swings

⮚      Depression

⮚      Memory loss

⮚      Paranoia

⮚      Academic failure

⮚      Job loss

⮚      Relationships with family and friends become strained

⮚      Financial loss

⮚      Arrest and imprisonment

How can you prevent substance abuse?

⮚      Keep good company. Choose friends carefully. Make sure their influence is positive.

⮚      Deal with peer pressure

⮚      Face problems

⮚      Engage in healthy activities

⮚      Seek help
 

NURTURING YOUR MENTAL HEALTH

Care for Your Well-Being

            Think Bright. Think well. In other words, be positive. Keep your optimism high! While it is
not that easy to shift your way of looking at things and keep an optimistic disposition, it helps to
make a conscious effort to keep trying.

            Do what is right. Take good action. In many instances, you know the right thing to do. You
have gone this far up the ladder of education. If uncertain or confused, seek guidance. Ask for help.
Consult your parents, teachers, counselors, and other people you trust who are mature enough to give
you sound advice.

            Be on the move. Move your body. Exercise. It does not only keep you fit. It lifts your mood
and energizes you.

            Be strong. Manage your stress. Know what gives you stress and deal with them. Find ways
to slow down and relax. Do not let hardships knock you down. Instead, make them fire you up to
strengthen and develop yourself. Be strong. Be resilient.

            Lift yourself. Build your confidence

⮚      Avoid negative self-talk.

⮚      Value and develop your abilities.

⮚      Find your strengths and build from them.

⮚      Know your weaknesses, turn them around, and enhance them.

⮚      Love your physical features. They are gifts from above.

⮚      Stay away from people that devalue your worth

⮚      Avoid negative people

⮚      Surround yourself with things that inspire you and people that make you happy
            Find peace inside and out. Accept yourself and your circumstances. It is the best point to
bring about changes if you wish. Regularly take quiet time to be at peace. Bring peace around you for
it ultimately goes back to you.

            Develop life skills. There are other skills that you need to learn for successful living. These
are some basic things you will need to know as you continue in your journey toward building a
career and life of your own:

o   Learn to manage time.

o   Learn how to budget.

o   Learn how to repair or fix things at home.

o   Learn to cook.

o   Learn how to apply first aid.

o   Learn to navigate the city via commute.

o   Learn to ask around for help.

o   Learn our laws.

o   Learn to survive even without gadgets and technologies.

o   Learn basic self-defense and survival skills

Establish a support network. It helps to have a group you can turn to when you need someone to
talk to or for some help.

o   Help someone.

o   Be useful.

o   Volunteer.

o   Apply your skills.

Be a gift to others.
Stress and your body

            The word stress takes a lot of meaning. You look up the dictionary and a list of meanings pop
out referring to pressure, tension, hardship, emphasis, or importance. It was Dr. Hans Selye (1907-
1982), an endocrinologist, who made the first scientific study on “stress” to refer to the body’s
reaction to perceived threats or tension that affects our body’s balance (homeostasis). Balance refers
to our normal, healthy, steady state.

According to Selye, when we are faced with a stressful situation, our body reacts in an attempt to
adjust to it. He developed a model to explain this bodily response called the General Adaptation
Syndrome (GAS). What happens to our body in the face of a stressor? Our hormonal system runs and
alerts the body to focus on the stressful event. If stress continues to affect our balance, we produce
adrenaline which causes our hearts to beat faster and mobilize our body to do something.

Selye’s General Adaptation Syndrome

            In the face of stress, our body reacts to the situation. Dr. Selye explained these bodily
responses through this model that comes in three phases.

1. The Alarm Phase

            You recognize the stressor. It could be a problem, a difficulty, or threat stirring reactions in
your body. The nervous system is activated. Your hormones act up, producing a surge of energy
intended to allow you to handle the stressful situation.

2. The Resistance Phase

            Being able to handle stress or adapt to the situation, you are able to restore a sense of balance
once again. Your defenses may still be up, though. Your body is still in a state of arousal to resist any
effects of stress in you.

3. The Exhaustion Phase

            If the stressful situation persists and you are no longer able to neither adjust nor hold up,
exhaustion sets in that can seriously affect your body. Burnout, fatigue, dysfunction, or health
problems can occur.

Common Stressors
            Knowing the nature of stress and its varying impact on individuals, it is important to be aware
of the stressors affecting you. Identifying sources of stress makes you more prepared to handle it and
ward off its harmful effects.

1. Work/studies

2. Money

3. Relationships

4. Time

5. Environment

6. Adapting to change

7. Unexpected events

Coping Strategies

According to American Academy of Child and Adolescent Psychiatry in 2015, teens can decrease
stress with the following behaviors and techniques:

1. Exercise and eat regularly.

2. Avoid excess caffeine intake which can increase feelings of anxiety and agitation.

3. Avoid illegal drugs, alcohol and tobacco.

4. Learn relaxation exercises (abdominal breathing and muscle relaxation techniques).

5. Develop assertiveness training skills. For example, state feelings politely and not overly aggressive
or passive ways: ("I feel angry when you yell at me" "Please stop yelling.")

6. Rehearse and practice situations which cause stress. One example is taking a speech class if
talking in front of a class makes you anxious.

7. Learn practical coping skills. For example, break a large task into smaller, more attainable tasks.

8. Decrease negative self-talk: challenge negative thoughts about yourself with alternative neutral or
positive thoughts
"My life will never get better" can be transformed into " may feel hopeless now, but my life will
probably get better if I work at it and get some help."

9. Learn to feel good about doing a competent or "good enough" job rather than demanding
perfection from yourself and others.

10. Take a break from stressful situations. Activities like listening to music, talking to a friend,
drawing, writing, or spending time with a pet can reduce stress.

11. Build a network of friends who help you cope in a positive way.

By using these and other techniques, teenagers can begin to manage stress. If a teen talks about or
shows signs of being overly stressed, a consultation with a child and adolescent psychiatrist or
qualified mental health professional may be helpful.

How Does Our Brain Works

The human brain is made up of two halves. These halves are commonly called the right brain and left
brain, but should more correctly be termed 'hemispheres'. For some reason, our right and left
hemispheres control the 'opposite' side of our bodies, so the right hemisphere controls our left side
and processes what we see in our left eye while the left hemisphere controls the right side and
processes what our right eye sees.

The concept of right brain and left brain thinking developed from the research in the late 1960s of an
American psychobiologist Roger W. Sperry. He discovered that the human brain has two very
different ways of thinking. One (the right brain) is visual and processes information in an intuitive
and simultaneous way, looking first at the whole picture then the details. The other (the left brain) is
verbal and processes information in an analytical and sequential way, looking first at the pieces then
putting them together to get the whole. Sperry was awarded a Nobel Prize in 1981.

So as you know, the human brain consists of the right brain and the left brain. The shapes of these
two parts are similar, but differences have been gradually found in their functions. The left brain is
also referred to as the digital brain. It controls reading and writing, calculation, and logical thinking.
The right brain is referred to as the analog brain. It controls three-dimensional sense, creativity, and
artistic senses.

Basic Characteristics of Left and Right Brain

In general, the left and right hemispheres of our brain process information in different ways. While
we have a natural tendency towards one way of thinking, the two sides of our brain work together in
our everyday lives.

Left brain thinking is verbal and analytical. Right brain is nonverbal and intuitive, using pictures
rather than words. The best illustration of this is to listen to people give directions. The left-brain
person will say something like "From here, go west three blocks and turn north on Payna Street. Go
three or four kilometers and then turn east onto Bansalangin Street." The right brain person will
sound something like "Turn right (pointing to the right), by the church over there (pointing again).
Then you will pass McDonalds and a laundry shop. At the next traffic light, turn right towards the
MRT station.

Though right-brain or non-verbal thinking is often regarded as more 'creative', there is no right or
wrong here; it is merely two different ways of thinking. One is not better than the other, just as being
right-handed is not 'superior' to being left-handed. What is important is to be aware that there are
different ways of thinking, and by knowing what your natural preference is, you can pay attention to
your less dominant side to improve the same.

An excerpt from:

UCMAS, Mental Math Schools, 2007

http://ucmas.ca/our-programs/whole-brain-development/left-brain-us-mright-brain/

Mind Mapping of the Left and Right Brain

Mind-mapping is a method of documenting that uses the right brain (creative hemisphere) to
enhance your ability to understand information and solve problems.

Unlike outlining, which uses the left brain (logical hemisphere), mind mapping is flexible, has few
rules, and is easy to learn and teach. Uses of mind-mapping can be for taking notes or learning new
content, writing papers/preparing presentations, preparing for exams, promoting idea-generation
(brainstorming) and facilitating group problem-solving.

The benefits of this approach can result to a quicker note taking, highlights key ideas and gets rid of
the irrelevant; it helps to quickly gather, review and recall large amounts of information, and
increases brain power available for learning and problem-solving by reducing energy used on
concerns about structure and documentation. Finally, it encourages the identification of relationships
and use creativity.

Mind-mapping promotes critical thinking by pushing the individual to use right brain talents. Mind-
mapping facilitates the "productive phase" of critical thinking - the phase when it needs to gather
relevant information, identify relationships, and produce new ideas. Once the "productive phase" is
completed, it can then get in touch with the left brain talents and move to the "judgment phase" ... the
evaluation of what the mind has produced, make judgments about its accuracy and usefulness, and
make refinements.

Eight Steps for Mind-Mapping to Improve Critical Thinking

1. Put central theme or concept in the center, bottom, or top of the page, and draw a circle around it.

2. Place the main ideas relating to the concept on lines (or in circles) around the central theme.

3. Add details by putting them on lines (or in circles) connecting them to the main ideas.

4. Use key words or simple pictures only; keep it legible.

5. Make sure no idea stands alone. If you can't connect an idea with something on the page, it's
irrelevant to the central theme.

6. Don't allow yourself to slow down over concerns about where to place words (this is your left
brain habits trying to dominate).

Rather, let your ideas flow, and use lines to show connections.

7 Use colors to highlight most important ideas.

8. Once you've completed your mind map, get in touch with your left brain talents (judging and
evaluating) and evaluate what you've produced

Alfaro Le Fevre Mind-mapping Handout2* Source: Alfaro-LeFeure (2004).

Critical Thinking and Clinical Judgment: A Practical Approach

An article written by Grace Fleming for About Education in brain dominants. December 2014
presented the following advice for right and left.

Advice for Right Brain Students

1. Choose to do personal essays.

2. Watch your daydreaming- keep it under control.

3. Let your imagination work for you in the arts.

4. Let your intuition work for you in social situations.

5. Let your deep-thinking work for you during essay tests-but don't ponder too long.

6. Be creative with essays. You can use colorful language well

7. Use images and charts when you study.

8. Write down directions.

9. Try to be more organized.

10. Make outlines to organize your thoughts.

11. Choose fiction in reading assignments.

12. You tell stories well, so write some!

13. Put information into categories for better understanding.

14. Finish things! You have so much talent, but you don't always complete things.

15. You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor
one day!

Advice for Left Brain Students

1. Study in a quiet room to avoid distractions.

2. You can do math but gets impatient trying to explain it to someone who struggles-so don't
volunteer to be a tutor unless you know you have the patience.

3. You like to take the lead in a study group, so go ahead and volunteer.

4. Join a debate team or academic competition.

5. Try to excel at the science fair; you can be a winner.

6. Take advantage of your skills in math and science.

7. Choose non-fiction reading.

8. You prefer factual questions and assignments, as opposed to open-ended questions.

9. Keep your room organized.

Mental health is defined as a state of well-being in which every individual realizes his or her own
potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able
to make a contribution to her or his community.

The positive dimension of mental health is stressed in World Health Organization's definition of
health as contained in its constitution: "Health is a state of complete physical, mental and social well-
being and not merely the absence of disease or infirmity." Many mental health problems emerge in
late childhood and early adolescence. Recent studies have identified mental health problems - in
particular depression, as the largest cause of the burden of disease among young people. Poor mental
health can have import effect on the wider health and development of adolescents and is association
with several health and social outcomes such as higher alcohol, tobacco and illicit substances use,
adolescent pregnancy, school dropout and delinquent behaviors. There is growing consensus that
healthy development during childhood and adolescence contributes to good mental health and can
prevent mental health problems.

Enhancing social skills, problem-solving skills and self-confidence can help prevent mental health
problems such as conduct disorders, anxiety, depression and eating disorders as well as other risk
behaviors including those that relate to sexual behavior, substance abuse, and violent behavior.
Health workers need to have the competencies to relate to young people, to detect mental health
problems early, and to provide treatments which include counseling, cognitive-behavioral therapy
and, where appropriate, psychotropic medication. (World Health Organization, 2016)

Adolescence isn't an easy time for parents, either. As children move through the various tumultuous
transitions that accompany adolescence - physical, emotional, hormonal, sexual, social, intellectual -
the pressures and problems they encounter can all too easily seem overwhelming. For many
teenagers, these and other pressures can lead to one or more of a variety of mental health disorders;
all are matters of concern, and some are life-threatening.

Mental Health "Red Flags" Should Be Alert For:

1. Excessive sleeping, beyond usual teenage fatigue, which could indicate depression; difficulty in
sleeping, insomnia, and other sleep disorders

2. Loss of self-esteem

3. Abandonment or loss of interest in favorite pastimes

4. Unexpected and dramatic decline in academic performance

5. Weight loss and loss of appetite, which could indicate an eating disorder

6. Personality shifts and changes, such as aggressiveness and excess anger that are sharply out of
character and could 7 indicate psychological, drug, or sexual problems flow

 
Key Mental Health Issues:

1. Depression

While all of us are subject to "the blues," clinical depression is a serious medical condition requiring
immediate treatment.

Watch for:

a. Changes in sleep patterns

b. Unexpected weeping or excessive moodiness 50

c. Eating habits that result in noticeable weight loss or gain

d. Expressions of hopelessness or worthlessness

e. Paranoia and excessive secrecy

f. Self-mutilation, or mention of hurting himself or herself on Obsessive body-image concerns

h. Excessive isolation

i. Abandonment of friends and social groups

2. Eating Disorders

Body image concerns can become obsessions, resulting in startling weight loss, severely affecting the
adolescent's health:

a. Anorexia: Avoidance of food and noticeable changes in eating habits should trigger concern.

b. Bulimia: Purging (forced vomiting) after eating - be alert for both dramatic weight loss without
changes in eating habits (which could, of course, indicate other health issues that require a doctor's
attention) and also for immediate trips to the bathroom or other private spot after a meal.

3. Substance abuse (alcohol, tobacco, illegal drugs)

Healthy Children Magazine, Winter 2007

WHAT IS EMOTION?
Dictionaries define emotion as:

⮚      A conscious mental reaction subjectively experienced as a strong feeling usually directed
toward a specific object and typically accompanied by physiological and behavioural changes in the
body.

⮚      A natural instinctive state of mind derived from one’s circumstances, mood, or relationships
with others.

            Emotions are not simply feelings, although we casually interchange them in everyday
language. The dictionary definitions already present components making up emotion: you perceive
and react to something (external events), something is experienced in the body (physiological), and
you have an outward expression in the form of facial or body language. In short, there are cognitive,
physical, and behavioural aspects of emotion.

EMOTIONAL INTELLIGENCE

            Handling emotions is a key aspect of emotional intelligence. Emotional Quotient (EQ) is
awareness of one’s emotions and ability to understand the emotions of others. The key skills to raise
your EQ level are heightened awareness, effective management, and positive application of
emotions.

SALOVEY AND MAYER’S THEORY

            Peter Salovey and John D. Meyer (1990) define emotions as organized responses to internal
and external events that may have positive or negative effects on the adjustment of an individual.

            Salovey and Meyer define emotional intelligence as “the subset of social intelligence that
involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among
them and use this information to guide one’s thinking and actions” (Salovey and Meyer, p. 189,
1990).

            Salovey and Meyer believe that having good EQ has positive effects on mental health.
Having good EQ means that you are aware of your feelings and are open to experience.
Consequently, clear awareness of feelings lets you know how to manage them.

GOLEMAN’S THEORY

            Daniel Goleman (1995) popularized and expanded the theory developed by Salovey and
Meyer in his book, Emotional Intelligence. He included the role of social skills in the process of
establishing meaningful relationships and recognized relationships as having a good effect on an
individual’s growth.

According to Goleman, there are five domains of emotional intelligence:

1. Self-awareness. This is awareness of your emotions: knowing what you feel and why you are
feeling it. Being aware gives you a basis for making decisions.
2. Self-management. This is handling emotions effectively. With positive emotions, managing them
makes you more actively involved, excited, and passionate in your undertakings.

3. Motivation. This is making use of your emotions to continue what you are doing to achieve your
goals, even in the face of difficulties.

4. Empathy. It means understanding and mirroring what others are feeling

5. Social skills. You develop skills needed in being with people to have meaningful relationships.
You get inspire other people and lift them up as well.

EFFECTIVE WAYS OF MANAGING EMOTIONS

1. Keep your emotions in check.

2. Take a moment to consider your feelings.

3. Handle your anger well.

4. Keep a positive attitude.