COLLEGE ADMISSION APPLICATION LETTER

 What is College Admission Application?

It is the process through which students enter tertiary education at universities and colleges and meet the requirements asked by the institution. Though system vary from institution to institution, most universities in the Philippines made standardized admission exams and applications. 

Whichever is required in the university you dreamed of, it is important to plan your career. Planning your career includes knowing your interests, assessing your qualifications, and selecting a college course.

A college admission application letter is a message written by a student who would like to gain an entry in a university or college of his/her choice. It is a request being made to enter college and get a slot for the course he/she wanted to take. It is written in a polite tone in order to capture the admission officer’s attention while giving the background on one’s personality, interests, and qualifications.

Example:

Adaro, Kurtney Love C.

11 HUMSS - Francisco

Lalaguna, Mary Joy R.

11 HUMSS - Francisco

Famorcan, Erica Mae M.

11 HUMSS - Francisco

APPLICATION LETTER EMPLOYMENT

 A letter of application, also known as cover letter, is a document sent

with your resume to provide additional information on your skills and

experience. It provides detailed information on why you are qualified for the

job you are applying for. (Custodio, et. al 2013)

The purpose of the application letter is for the prospect employer to read

your resume, just as the purpose of the resume is for you to be called for an

interview.

Example: 

Adaro, Kurtney Love C.

11HUMSS - Francisco

Fonseca, Jeddah Andrew C.

11 HUMSS - Francisco

 

Lalaguna, Mary Joy R.

11 HUMSS - Francisco

Famorcan, Erica Mae M.

11 HUMSS - Francisco

RESUME

What is a Resume?

• A resume is a summary of one’s qualifications, educational background, and work experience relevant to a particular job he/she is applying for. (Carey, 2012)

• A resume is a written document that lists your work experiences, skills, and educational background used as a marketing tool to “sell” yourself to the potential employer. (Foster, 2010) 

Example:

  

POSITION PAPER

 The Double-Edged Sword: Social Media's Impact on Teenagers

Social media has become an integral part of teenage life, offering opportunities for connection, self-expression, and community building. However, this digital landscape also presents a complex set of challenges, impacting teens' mental health and well-being. This position paper argues that while social media can be a powerful tool, its impact on teenagers is often negative, leading to increased anxiety, depression, and unhealthy social comparisons. The constant connectivity and pressure to present a perfect online persona can have detrimental effects on teen mental health. Studies show a strong correlation between excessive social media use and increased anxiety, depression, and feelings of loneliness. The curated images and seemingly perfect lives presented on social media can lead to feelings of inadequacy and social comparison, damaging self-esteem and body image. This constant pressure to conform and compete can be particularly damaging for teens already struggling with self-doubt and insecurity. Furthermore, the constant stream of notifications and the need for validation through likes and comments can create an addictive cycle, leading to unhealthy patterns of social media use. This can lead to neglecting real-life activities, relationships, and responsibilities, further impacting mental well-being and academic performance. The anonymity of online interactions can also contribute to cyberbullying, which can have devastating consequences for victims' mental health and well-being. While social media offers undeniable benefits, its potential for harm cannot be ignored. Parents, educators, and teens themselves need to be aware of the potential negative impacts and develop strategies for healthy social media use. This includes setting limits on screen time, promoting offline activities, and fostering critical thinking skills to navigate the complexities of the digital world. By promoting responsible use, encouraging healthy habits, and fostering a balanced approach to online engagement, we can help teens harness the power of social media while mitigating its potential harms.

PROJECT PROPOSAL

I. Project Description

II. Project Background/Situation Analysis

Street children are minors who live and survive on the streets. They often

grow up on public landfills, train stations, or under the bridges.

According to 2015 report of Philippine Statistics Authority (PSA), there were

about 1.5 million street children in the Philippines and most of them were subjected to

problems such as drugs, malnutrition, human right violations, human trafficking,

sexual exploitation, prostitution and child labor.

Because of this situation, the “Youth for the Nation” has decided to propose

the project “ACT4KIDS” that will help street children be acquainted with their rights

through executing various activities that they will surely enjoy this summer vacation.

III. Project Objectives

The ACT4KIDS Project aims to:

 Teach children with their basic human rights;

 Orient children on how to take care of their bodies;

 Help children to socialize with others so as to gain friends; and

 Unleash the hidden talent and skills of children by conducting fun-filled

activities.

IV. Desired Impact and Outcome of the Project

By the end of this ACT4KIDS Project, the children are expected to:

 Know their rights and responsibilities as children;

 Learn how to take care of themselves;

 Gain friends from the summer program; and

 Enhance and utilize their skills and talents by applying them in practical daily

activities.

V. Risk Management Plan

1. Children’s Participation

The facilitators will ensure that all children-participants of the summer

program attend the daily activities by monitoring their attendance.

2. Peace and Order during Activities

The facilitators will request for the assistance of barangay officials to help the

proponents secure the safety of the participants.

VI. Project Organization and Staffing

VII. Project Work Plan

VIII. Detailed Budget Requirement

RESEARCH REPORT

K12 Science Program in the Philippines: Student Perception on its Implementation

By: Prof. Darryl Roy T. Montebon

Abstract

    This research report investigates the perceptions of Filipino students regarding the implementation of the K12 Science program in the Philippines. The study aims to understand students' views on the program's effectiveness, challenges, and potential improvements. Data was collected through a survey administered to a sample of high school students across various regions in the Philippines. The results reveal a mixed perception of the K12 Science program, with students highlighting both positive aspects, such as enhanced learning opportunities and improved understanding of science concepts, and negative aspects, such as the perceived overload of content and the lack of adequate resources. The report concludes with recommendations for improving the implementation of the K12 Science program based on student feedback.

Introduction

    The implementation of the K12 education system in the Philippines in 2011 aimed to enhance the quality of education and better prepare students for higher education and the workforce. The K12 Science program, a key component of this reform, introduced significant changes to the science curriculum, including the addition of two years of senior high school and a focus on inquiry-based learning. While the program has been lauded for its potential to improve science education, it is crucial to understand the perceptions of students, the primary beneficiaries of this reform.

Literature Review

    Numerous studies have explored the impact of educational reforms on student learning and perceptions. Research on the K12 program in the Philippines has focused on its impact on teacher training, curriculum development, and the overall educational system. However, limited research has specifically investigated student perceptions of the K12 Science program. This gap in knowledge highlights the need for further investigation into students' experiences and perspectives.

Methodology

    This study employed a quantitative research design using a survey questionnaire. The survey was administered to a sample of 500 high school students across different regions in the Philippines, ensuring representation from various socioeconomic backgrounds and geographic locations. The questionnaire included questions on students' perceptions of the K12 Science program's effectiveness, challenges, and potential improvements.

Results

    The survey results revealed a mixed perception of the K12 Science program among Filipino students. While many students reported positive experiences, highlighting the program's emphasis on practical learning, hands-on activities, and improved understanding of science concepts, others expressed concerns about the perceived overload of content, insufficient resources, and a lack of adequate teacher training.

Discussion

    The findings suggest that the K12 Science program has had a positive impact on some students, providing them with enhanced learning opportunities and a deeper understanding of science. However, the program's implementation faces challenges, including the need for more comprehensive teacher training, adequate resources, and a more balanced curriculum that addresses student concerns about content overload.

Conclusion

    This research report provides valuable insights into the perceptions of Filipino students regarding the implementation of the K12 Science program. The findings highlight both the program's strengths and weaknesses, offering a roadmap for improvement. By addressing the concerns raised by students and implementing the proposed recommendations, the K12 Science program can be further enhanced, contributing to the development of a more effective and engaging science education system in the Philippines.

Recommendations

    Based on the findings of this study, the following recommendations are proposed:

• Enhance Teacher Training: Provide comprehensive professional development programs for science teachers, focusing on inquiry-based learning strategies, effective curriculum delivery, and the use of technology in the classroom.
• Improve Resource Allocation: Ensure adequate funding and resources for science education, including access to laboratory equipment, materials, and digital learning tools.
• Revise Curriculum: Review and revise the K12 Science curriculum to address student concerns about content overload, ensuring a balanced and engaging learning experience.
• Promote Student Feedback: Establish mechanisms for ongoing student feedback and engagement to ensure the K12 Science program remains relevant and responsive to student needs.

References

Adams, J. & Sargent, T. C. (2012) Curriculum Transformation in China: Trends in Student Perceptions

of Classroom Practice and Engagement (Working Paper). Gansu Survey of Children and Families.

Ager, M. (2012). Trillanes Calls for suspension of ‘overly ambitious’ K to 12 Program. Retrieved from

http://newsinfo.inquirer.net/622197/trillanes-calls-for-suspension-of-overly-ambitious-k-to-12-

program

Burila, JM (2014). K to 12 Education in the Philippines: For better or for worse? Retrieved from

http://www.academia.edu/6937076/K12_Education_in_the_Philippines_For_the_better_or_for_w

orse_Critique_Paper

Business Dictionary (2014). Perception. Retrieved December 6, 2104 from

http://www.businessdictionary.com/definition/perception.html

Crisol, LD & Alamillo, JB (2014). A Comparative Study of the Attitudes between the Students and of Learning Achievement Measures. International Journal of Teaching and Learning in Higher Education.

Retrieved from http://www.isetl.org/ijtlhe/

Gömleksiz, M. N. (2012). Elementary School Students' Perceptions of the New Science and Technology Curriculum by Gender. Educational Technology & Society, 15 (1), 116–126.

K to 12 Curriculum Guide Science (2013) Retrieved from

http://odea.sdb.ph/ODEA/downloads/Kto12Science-CG-as-of-Apr-25-2013.pdf

Korb, K. (2014). Calculating Reliability of Quantitative Measures. Retrieved from

http://library.uws.edu.au/uws_library/sites/default/files/cite_APA.pdf

Kuhn, K. & Rundle-Thiele, S. (2009) Curriculum Alignment: Exploring Student Perception

Lacanilao, F. (2012). A Critique of Some Commentaries on the Philippine K-12 Program. Retrieved from http://josecarilloforum.com/forum/index.php?topic=2326.

Masinag, C. (2012) K-to-12 Gains Acceptance, Survey Shows. Retrieved from

http://www.interaksyon.com/article/46475/k-to-12-gains-acceptance-survey-shows

Pazzibugan, D. (2013). K+12 Still Struggling. Retrieved from http://newsinfo.inquirer.net/419261/k-12-stillstruggling

Tapang, G. (2012). Science and K-12. Retrieved from http://opinion.inquirer.net/22527/science-and-k12. Teachers of Two Public Elementary Schools in Northern Mindanao toward the K to 12 Curriculum Shift. DLSU Research Congress 2014

Williams, Y (2014). What is perception in Psychology? Retrieved from http://educationportal.com/academy/lesson/what-is-perception-in-psychology-definition-theory-quiz.html#lesson

LITERATURE REVIEW

 This literature review examines the critical reception of Harper Lee's "To Kill a Mockingbird," a novel that has captivated readers for over six decades. This review explores various perspectives on the novel's themes, characters, and enduring relevance, analyzing how critics have interpreted its message and its impact on American literature. The review will be organized chronologically, tracing the evolution of critical thought on the novel from its initial publication to contemporary interpretations.

Early Reception and Themes of Innocence and Prejudice:

Initial reviews of "To Kill a Mockingbird" lauded its simple yet powerful storytelling, focusing on the coming-of-age narrative of Scout Finch and her innocent perspective on the complexities of racial prejudice in the American South. Critics like Orville Prescott (1960) praised the novel's "deeply moving" portrayal of childhood innocence and its exploration of the "moral dilemmas" faced by Atticus Finch, Scout's father. This early critical focus on innocence and prejudice set the stage for subsequent interpretations of the novel's themes.

The Power of Empathy and the Importance of Perspective:

In the 1970s and 1980s, critics began to delve deeper into the novel's exploration of empathy and the importance of understanding different perspectives. Critics like John Leonard (1970) highlighted the novel's emphasis on "seeing things from the other person's point of view," while others like James Baldwin (1979) explored the complexities of racial injustice and the novel's portrayal of the African American experience. This shift in critical focus broadened the understanding of the novel's message, moving beyond a simplistic portrayal of innocence and prejudice to a more nuanced exploration of empathy and social justice.

Contemporary Interpretations and the Novel's Enduring Relevance:

In recent years, critics have continued to examine the novel's enduring relevance in a changing world. Critics like Alice Walker (1989) have explored the novel's portrayal of the African American experience and its limitations in representing the full spectrum of black life in the South. Others, like Claudia Johnson (1989), have analyzed the novel's portrayal of gender and its impact on female characters. These contemporary interpretations demonstrate the novel's continued relevance as a source for critical analysis and debate on issues of race, gender, and social justice.

"To Kill a Mockingbird" has been the subject of extensive critical analysis since its publication, with interpretations evolving over time. Early reviews focused on the novel's themes of innocence and prejudice, while later critics explored the power of empathy and the importance of perspective. Contemporary interpretations continue to examine the novel's enduring relevance, particularly in relation to issues of race, gender, and social justice.

The existing literature on "To Kill a Mockingbird" demonstrates the novel's enduring power to provoke thought and discussion. However, there remains a need for further research exploring the novel's portrayal of specific social and historical contexts, particularly in relation to the complexities of the African American experience and the evolving understanding of gender roles. Future research could also examine the novel's impact on popular culture and its influence on contemporary literature. By delving deeper into these areas, scholars can gain a more nuanced understanding of "To Kill a Mockingbird" and its lasting legacy.

ARTICLE CRITIQUE

 Why Don’t Teens Read For Pleasure Like They Used To? 

Source: Jennifer Ludden, Mind/Shift, KQED.org

The article "Why Don’t Teens Read For Pleasure Like They Used To?" by Jennifer Ludden explores the decline in teen reading for pleasure, attributing it to factors like increased screen time, pressure to succeed academically, and the perceived lack of relevance in contemporary literature. This critique will assess the article's strengths and weaknesses, ultimately concluding that while it raises an important issue, it presents a simplistic and potentially misleading view of the phenomenon.

The article begins by citing statistics on the decline in teen reading for pleasure, highlighting the trend of teens spending more time on screens and less time with books. It then explores various factors contributing to this decline, including the pressure to succeed academically, the perceived lack of relevance in contemporary literature, and the allure of interactive digital media. The article concludes by suggesting that promoting diverse and engaging reading materials and fostering a love of reading from a young age can help reverse this trend.

The article's strength lies in its clear and concise presentation of the issue. It effectively highlights the decline in teen reading for pleasure and provides a general overview of potential contributing factors. The article's accessible language and straightforward structure make it easy to understand for a broad audience.

However, the article suffers from a lack of depth and fails to provide a nuanced understanding of the complex factors at play. While it mentions factors like academic pressure and screen time, it fails to explore these factors in detail and their specific impact on teen reading habits. For instance, the article simply states that teens are "under pressure to succeed academically," without considering the specific pressures they face in different educational contexts and how these pressures might influence their reading choices.

Furthermore, the article's focus on the "lack of relevance" in contemporary literature overlooks the fact that many teens do enjoy reading and find contemporary books engaging. The article fails to acknowledge the diverse reading interests of teens and the existence of contemporary literature that caters to their needs and preferences.

While the article effectively raises the issue of declining teen reading for pleasure, it presents a simplistic and potentially misleading view of the phenomenon. By failing to explore the complexities of the issue and acknowledge the diverse reading interests of teens, the article risks perpetuating a narrow and inaccurate understanding of the situation. Future discussions on this topic should delve deeper into the specific factors contributing to the decline in teen reading and explore the diverse reading experiences of teens in different contexts.

BOOK REVIEW

Jane Austen's Pride and Prejudice, first published in 1813, remains one of the most beloved and enduring works of English literature. This witty and insightful novel centers around the Bennet family, five unmarried daughters navigating the complexities of love, marriage, and social expectations in early 19th-century England.

The story revolves around Elizabeth Bennet, a spirited and intelligent young woman who initially clashes with the proud aloof Mr. Darcy. Their initial prejudice against each other creates a barrier to understanding, leading to misunderstandings and witty exchanges that spark the novel's sharp humor. As the story unfolds, Elizabeth and Darcy gradually shed their preconceived notions, revealing the true depths of  their characters and sparking a passionate romance.

Austen's masterful storytelling seamlessly blends social satire with romantic intrigue. The novel offers a nuanced exploration of class distinctions, societal expectations, and the importance of individual judgment. Through witty dialogue and vivid character portrayals, Austen brilliantly captures the intricacies of human relationships and the complexities of navigating social norms.

Pride and Prejudice is not merely a love story; it is a timeless commentary on the human condition. The characters, with their flaws and strengths, resonate with readers across generations. Elizabeth's independent spirit and Darcy's gradual transformation into a more compassionate man offer enduring lessons about personal growth and the power of true love.

This classic novel continues to captivate readers with its timeless themes, sharp wit, and enduring characters. It remains a testament to Jane Austen's genius as a writer and her ability to create a world that feels both familiar and timeless.

STRATEGIES FOR CRITICAL READING

1. Annotating 

One of the first strategies to begin with is annotating a text. When you annotate, you underline important parts of the text, such as the thesis statement, topic sentences of body paragraphs and explanatory material. It may include encircling important words and even writing comments or questions as you read the text. 

2. Contextualizing 

When you contextualize a text, you place it within its original historical or cultural context. As a reader you should try to identify this context and consider how this context differs from your own. To do this, you need to consider the following: 

a. Language or ideas that appear foreign or out of date. 

b. Your knowledge of the time and place in which the work was written. 

c. The effect these differences have on your understanding and judgment of the reading.

3. Reflecting on challenges to your beliefs and values 

Sometimes our beliefs about an issue are difficult to express because they are so ingrained. We can discover these beliefs if we will explore on the challenges that the text post on us. Is the value presented challenge your own value or beliefs? Does it contradict on your beliefs? Do you feel disturbed after reading such text? 

4. Paraphrasing 

When you paraphrase a text, you put it into your own words. This can clarify a difficult or ambiguous passage. Unlike a summary, a paraphrase contains all the original information. The purpose of a paraphrase is to simplify without changing any information. You are not changing what is said, but how it is said. 

5. Outlining 

This can be used as a preliminary to summarizing. Outlining allows you to identify the basic structure of a text and the main ideas of the text. In an outline you are listing the main ideas and supporting evidence of a text. Use your own words when outlining a text. 

6. Summarizing 

Summarizing creates a new text by synthesizing the material of the original. After outlining the text, the information is put together again in your own words. 

7. Exploring the figurative language 

Similes, metaphors, and symbols are all examples of figurative language. This type of language helps writers illustrate their points and get the type of reaction they want from the reader. 

8. Evaluating the logic of an argument

The two parts of an argument are claim and support. The claim is what the writer wants the reader to accept. That is, the claim is the idea, opinion, or point of view of the writer. The support is the reasons and evidence that becomes the basis for that claim.