7 Pages Posted: 13 Mar 2018
Date Written: June 23, 2016
Abstract
Teacher competence is one of the most important drivers for enhanced learning. Thus, the study aimed to determine the profile and the level of teaching competencies of College instructors who are Baccalaureate Education graduates and Teacher Certificate Program (TCP) graduates/18 units in professional education in terms of Social Regard for Learning, Learning Environment, Diversity of Learners, Curriculum, Planning, Assessing, and Reporting, Community Linkages and Personal Growth and Development. In addition, this study determined the existence of significant relationships between the level of teaching competencies among Baccalaureate Education and TCP graduates/18 units in professional education and the profile variables. It also aimed to determine the significant difference in the level of teaching competencies among groups. Descriptive-comparative design was employed. Frequency and percentage count, mean, standard deviation, Pearson correlation and t-test were used. The instructors were rated by their immediate heads, peers and their respective students. The result of the study revealed that both the College instructors who are Baccalaureate Education and TCP graduates/18 units are qualitatively described as very competent as far as their teaching competencies are concerned. Age and length of teaching experience, are significantly related to the teaching competencies of the instructors who are Baccalaureate graduates while trainings and seminars are significantly related to the instructors who are TCP graduates/18 units. There is also a significant difference in the level of teaching competencies between the two groups in favor to the TCP graduates/18 units in professional education subjects. It is therefore commendable that continuing education programs be designed to be able to become adept with necessary skills and teaching competencies.
APA Reference List: The Basics As a Biology/Psychology double major, Mizuki will often use the American Psychological Association (APA) style to cite sources in her papers. This style is used for psychology, other social sciences, and some sciences.
APA style uses a reference list at the end of the paper to provide the full details of the sources cited. Everything cited in the paper must appear in the reference list. Look at the following APA citations from Mizuki’s psychology paper on the effects of media on body image and note the elements usually required when writing complete citations.
- Book with One Author
Format:
Author’s Last Name, First Initial. Middle Initial. (Year). Title of book. Place of Publication: Publisher.
Citation:
Wegenstein, B. (2006). Getting under the skin: The body and media theory. Cambridge, MA: MIT Press.
- Chapter from Edited Book
Format:
Chapter Author’s Last Name, First Initial. Middle Initial. (Year). Title of essay. In Editor First Initial. Middle Initial. Last Name (Ed.), Title of edited book (pp. Page Numbers of Chapter). Place of Publication: Publisher.
Citation:
Tiggemann, M. (2002). Media influences on body image development. In T. F. Cash & T. Pruzinsky (Eds.), Body image: A handbook of theory, research, and clinical practice (pp. 91-98). New York, NY: Guilford Press.
- Journal Article
- Magazine Articles
Format:
Author’s Last Name, First Initial. Middle Initial. (Year, Month Day). Article title. Magazine Title, Volume Number, Page Numbers.
Citation:
Underwood, N. (2001 August 14). Body envy. Maclean’s, 113, 36-40.
- Web Sites
Format: Varies depending on what type document it is. The basic citation format includes:
Organization or Author’s Last Name, First Initial. Middle Initial. (Publication Year, Month Day) Title of document. Print Publication Information. Retrieved Month Day, Year, from URL
Format:
Author’s Last Name, First Initial. Middle Initial. (Year). Article title. Journal Title, Volume Number (Issue Number), Page Numbers. DOI
Citations:
Schooler, D. (2008). Real women have curves: A longitudinal investigation of TV and the body image development of Latina adolescents. Journal of Adolescent Research, 23, 132-153. doi:10.1177/0743558407310712
Grabe, S., Ward, L. M., & Hyde, J. S. (2008). The role of the media in body image concerns among women: A meta-analysis of experimental and correlational studies. Psychological Bulletin, 134, 460-476. doi:10.1037/0033-2909.134.3.460
- If the source does not have a date of publication, use (n.d.).
- If the publication has no author, begin with the title and then the date.
Citation:
As a Biology/Psychology double major, Mizuki will often use the American Psychological Association (APA) style to cite sources in her papers. This style is used for psychology, other social sciences, and some sciences.APA style uses a reference list at the end of the paper to provide the full details of the sources cited. Everything cited in the paper must appear in the reference list. Look at the following APA citations from Mizuki’s psychology paper on the effects of media on body image and note the elements usually required when writing complete citations.Be sure to keep track of this information as you gather your sources during the research process. You’ll need it later when you write your paper.Citation:
American Psychological Association Task Force on the Sexualization of Girls. (2007). Report of the Task Force on the Sexualization of Girls. Washington, DC: Author. Retrieved April 12, 2008, from http:// www.apa.org/pi/wpo/sexualizationrep.pdfWant more examples? See the library’s APA citation guide. See also: Citation Guides and Other Resources.
10 Pages Posted: 14 Mar 2018
Date Written: August 30, 2016
Abstract
This study determined the level of awareness on disaster risk reduction issues on natural hazards among the public junior high school students of Surigao City. It used the quantitative research design specifically the descriptive-survey. Percentage and Frequency Count, Mean and Standard Deviation and One-Way Analysis of Variance (ANOVA) and Bonferroni Post Hoc Test were the statistical tools utilized for the study.
Findings revealed that majority of the respondents are females. Most of them reside along coastal areas. They are more exposed to broadcast media than print media and most of their parents’ educational attainment is only high school level. The public junior high school students are generally aware of disaster risk reduction issues associated with the natural hazards. There is a significant difference on the level of awareness when the respondents were grouped according to sex on issues about earthquake, typhoon, landslide, volcanic eruption and flood. Furthermore, a significant difference also existed on the level of awareness of the respondents as to disaster risk reduction issues.
The following conclusions were drawn: The K-12 curriculum of the Department of Education and symposia on disaster awareness of the National Disaster Risk Reduction Management Council of Surigao City are effective in disseminating information concerning disaster risk reduction to junior high school students. Females are more vigilant than males on disaster risk reduction issues on earthquake, typhoon, landslides, volcanic eruptions and floods because they are more sensitive about the environmental issues which are attributed to the gender role that they play in the society. Students are more aware on how to reduce risk on natural hazards that often occur in Surigao City which is the typhoon as compared to other calamities.
During your first psychiatry consultation, your psychiatrist will do an initial assessment. The first consultation is usually the longest as it should give your psychiatrist time to listen to you and hear your whole story.
Be prepared to answer lots of questions. Your psychiatrist will ask you about the problem that brought you to see them and general questions about your life and thoughts. It might be hard to answer open-ended questions, but remember that there is no wrong way to answer the questions and your psychiatrist will guide you through the interview. To get the most out of your psychiatry consultation, you should come prepared so you can be specific. If you feel comfortable, you can also share the goals you would like to achieve from the treatment. All the information you give can help your psychiatrist develop an individualized treatment plan.
You will also be asked about your medical and psychiatric history, both personal and family. Therefore, make sure that you prepare the following:
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A list of medications you are taking
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A list of any and all psychiatric medications you may have tried in the past and how long you took them for
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Your medical concerns and any diagnoses
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Family history about a psychiatric problem, if there are any.
Your psychiatrist may also want to speak with members of your family and speak with other health professionals.
Next, your psychiatrist may take your blood pressure and do a basic physical checkup, including taking your temperature and weight. In some cases, other testing or scans may be ordered.
Based on the information your psychiatrist gathered and the test results, they will make a full diagnosis. Then, the next step is to create a treatment plan. A treatment plan consists of a combination of therapies that suit your needs, personal preferences, age, and family situation. Your psychiatrist may prescribe medication or suggest other treatments, such as cognitive-behavioral therapy (CBT) or counseling.
Your psychiatrist may continue to manage your treatment or you may be referred to see other health professionals, such as a psychologist.
Your next psychiatry consultation will typically be shorter than the first. In general, you will discuss how the medicines or treatments are working, and give a concise overview of how you are doing. Your psychiatrist or other healthcare professional will decide whether your medications or treatment need to be adjusted or not.
