Statistics Essay Example Downdload Free - Free Essay Example

Sample details Pages: 9 Words: 2592 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Type Case study Did you like this example? Using the crime survey of England and Wales, examine how experience of crime affects citizens opinions of the criminal justice system. What demographic factors influence the relationship between experience of crime and rating of the criminal justice system? Introduction: In order to answer the question posed, the following analysis is split in to three sections. Firstly, Section 1 presents an initial inspection of the variables in the dataset. Don’t waste time! Our writers will create an original "Statistics Essay Example Downdload Free" essay for you Create order A statistical modelling procedure is then proposed in Section 2 in order to address which variables affect citizen’s opinions of the criminal justice system. Appropriate conclusions are then drawn in Section 3. Section 1: Description of the data 1.1: Variables in the dataset The crime survey of England and Wales provided data for 35371 individuals. There is a clear problem with missing data in the dataset, which will be investigated in due course and discussed in detail in Section 2. The variables in the dataset can be grouped in to three types for this analysis: (1) Demographic factors: Sex: categorical variable Age: continuous variable Marital status: categorical variable Respondent Social Class: categorical variable Type of area: categorical variable (2) Variables relating to citizen’s opinions of the criminal justice system, such as: How confident are you that the Criminal Justice System as a whole is effective? (4 level ordinal categorical variable ranging from â€Å"very confident† to â€Å"not at all confident†) (3) Variable relating to citizen’s experience of crime: Experience of any crime in the previous 12 months? Categorical variable 1.2: Inspection of the data As a starting point, some initial inspections of the data were conducted by assessing variables on an individual basis. Of the 35371 individuals, there were 16176 males and 19195 females, as shown in Table 1. Hence there were no missing values for the sex variable. Table 1: Gender frequencies in the crime survey of England and Wales Valid Frequency Percent Valid Percent Cumulative Percent Male 16176 45.7 45.7 45.7 Female 19195 54.3 54.3 100.0 Total 35371 100.0 100.0 For the continuous age variable, ages ranged from 16 to 99. There was a small percentage of individuals who did not give their age (0.33%), thus these responses are missing. See Section 2 for more details on missing values. Only 61 of the 35371 individuals did not provide their marital status (0.17%). Similar to the age variable, this percentage appears to not be meaningful. Table 2 shows the marital status frequencies in each of the 8 categories. The frequencies in the â€Å"same-sex civil partnership and living with partner† category and the bottom two categories in Table 2 (all highlighted in bold) are small in comparison to the others. For the modelling procedure in Section 2, it is of benefit to have sufficiently large counts in each of the categories and to have a smaller number of categories. Consequently, the categories were combined in a relevant way. The â€Å"same-sex civil partnership and living with partner† category was combined with the marri ed category. Similarly, the â€Å"SPONTANEOUS ONLY separated but legally in same-sex civil partnership† was combined with the separated category. Finally, the â€Å"SPONTANEOUS ONLY surviving civil partner† was combined with the widowed category. In other words, categories that relate to civil partnerships had to be combined with the corresponding same-sex partnerships due to small counts. Table 3 gives frequencies for the new marital status variable. Individuals who are either single or married account for nearly 75% of the dataset. This new marital status variable is used in the modelling procedure of Section 2 and is referred to as â€Å"MaritalStatusNew† from now on. The respondent social class categorical variable had a very large number of categories, therefore making interpretations difficult. Clearly there are too many categories for it to be considered as a categorical variable in a statistical model in Section 2. Although an attempt could be ma de to try and group the categories in to a much smaller number, this was not deemed sensible. This is because results in Section 2 could potentially differ drastically depending on the groupings chosen. In addition, 1765 individuals did not state their social class (4.99%). Given all these points, this variable was not considered further in Section 2. The type of area variable had no missing values with 27585 individuals (77.99%) stating that they live in an urban area and 7786 (22.01%) individuals stating that they live in a rural area. Table 2: Marital status frequencies in the crime survey of England and Wales Valid Frequency Percent Valid Percent Cumulative Percent Single 10513 29.7 29.8 29.8 Married and living with husband/wife 15657 44.3 44.3 74.1 In a same-sex civil partnership and living with partner 90 .3 .3 74.4 Separated 1273 3.6 3.6 78.0 Divorced 3936 11.1 11.1 89.1 Widowed 3818 10.8 10.8 99.9 Separated but legally in same-sex civil partnership 18 .1 .1 100.0 Surviving civil partner 5 .0 .0 100.0 Total 35310 99.8 100.0 Missing System 61 0.2 Total 35371 100.0 Table 3: Marital status frequencies (with combined categories) in the crime survey of England and Wales Valid Frequency Percent Valid Percent Cumulative Percent Single 10513 29.7 29.8 29.8 Married 15747 44.5 44.6 74.4 Separated 1291 3.6 3.7 78.0 Divorced 3936 11.1 11.1 89.2 Widowed 3823 10.8 10.8 100.0 Total 35310 99.8 100.0 Missing System 61 .2 Total 35371 100.0 The five variables relating to citizens opinions of the criminal justice system (type 2 in Section 1.1) have large proportions of missing values, as shown in Table 4. Table 4: Frequencies for citizen’s opinions of the criminal justice system How confident are you that the police are effective at catching criminals? How confident are you that the Crown Prosecution Service is effective at prosecuting people accused of committing a crime? How confident are you that prisons are effective at rehabilitating offenders who have been convicted of a crime? How confident are you that the probation service is effective at preventing criminals from re-offending? How confident are you that the Criminal Justice System as a whole is effective? Valid 17727 16892 16145 15193 17452 Missing 17644 18479 19226 20178 17919 Given the nature of the question, attention is focused on the â€Å"How confident are you that the Criminal Justice System as a whole is effective?† variable, which will be referred to as â€Å"CJSopinion† from now on. This is because interest lies in determining which variables affect citizen’s opinions of the criminal justice system generally rather than any specific aspects of it. A more detailed analysis would also focus on the other four variables. The CJSopinion variable will therefore be the dependent variable in Section 2. The consequences of the 17919 missing values (50.66%) are discussed in detail in Section 2. Table 5: How confident are you that the Criminal Justice System as a whole is effective (CJSopinion)? Frequency Percent Valid Percent Cumulative Percent Very confident 573 1.6 3.3 3.3 Fairly confident 7556 21.4 43.3 46.6 Not very confident 7164 20.3 41.0 87.6 Not at all confident 2159 6.1 12.4 100.0 Total 17452 49.3 100.0 Refusal 2 .0 Dont know 779 2.2 System 17138 48.5 Total 17919 50.7 Total 35371 100.0 The final variable to consider is the variable relating to individuals experience of crime. This variable had no missing values with 29819 individuals (84.30%) stating that they had not been a victim of crime in the last 12 months. This variable will be referred to as â€Å"ExperienceOfCrime† from now on. Section 2: Modelling the data 2.1: Potential approaches Based on Section 1.2, CJSopinion is chosen as the dependent variable with sex, age, MaritalStatusNew, type of area and experience of crime as the independent variables. The continuous variable age is mean centered to aid interpretability. There are a number of modelling based methods that one may consider in order to determine which of the independent variables significantly affect citizen’s opinions of the criminal justice system. For example: (1) Linear regression with CJSopinion as the dependent variable and sex, age, MaritalStatusNew, type of area and experience of crime as the independent variables. (2) Multinomial logistic regression with CJSopinion as the dependent variable and the same independent variables as (1). (3) Ordinal logistic regression with CJSopinion as the dependent variable and the same independent variables as (1). Approach (1) relies upon the assumption that the dependent variable is truly continuous and the intervals between consecuti ve values are equal, both of which are questionable for this case. Approach (2) is an acceptable approach but it does not exploit the fact that the dependent variable in this case is ordinal. Approach (3) is the preferred approach since it exploits the fact that the dependent variable is truly ordinal. In contrast to traditional logistic regression approaches, the ordinal approach in SPSS is based upon the logit of the cumulative probabilities. SPSS uses the proportional odds form of this model. The reader is referred to Agresti (2013, chapter 8.2) for more details. 2.2 Missing data and checking the adequacy of the model As detailed in Section 1.2, the dataset contains missing values on both the dependent and the marital status independent variable. The problem is of more concern for the dependent variable since 50.66% of the values were missing. The ordinal regression procedure in SPSS only allows for the listwise deletion method of dealing with missing data. The listwise deletion method deletes all the observations for any individual who has any missing values on either the independent or dependent variables. Despite this, listwise deletion still leaves 17427 individuals who have no missing values on any of the dependent or independent variables. However, listwise deletion is a strong assumption that relies on the missingness being random. The assumption was deemed to be acceptable for this dataset, the details of which are given in Section. More details on missing data are given in Agresti (2013, p. 471) and Little and Rubin (2002). Prior to running the ordinal regression model in SPSS it is important to make sure that there are no low cell counts for combinations of the dependent variable with each of the categorical independent variables in the dataset (for the individuals with no missing values). Crosstabs of the dependent variable against each of sex, MaritalStatusNew, type of area and experience of crime were assessed. All the counts were sufficiently large, thus the model was deemed acceptable to be run in SPSS. The proportional odds model also assumes a proportional odds assumption. This means that the model assumes the same regression effects for each cumulative logit (Agresti, 2013). This can be assessed in SPPS, as detailed in Section 2.3. 2.3 Ordinal logistic regression in SPSS In order to address the first part of the research question: â€Å"Examine how experience of crime affects citizens opinions of the criminal justice system†, an ordinal logistic regression was run in SPSS with the dependent variable CJSopinion and independent variable experience of crime. For the dependent variable, â€Å"not at all confident† is treated as the baseline and for experience of crime, â€Å"not a victim of crime† is treated as the baseline. Ordinal logistic regression can be performed in SPSS by selecting the Analyze tab then Regression and then ordinal, as shown below. CJSopinion is then entered as the dependent variable and experience of crime as the single independent variable in the factor(s) box. In order to test the proportional odds assumption, the test of parallel lines tick box should be checked on the output tab, as shown below: The key part of the SPSS output is the parameter estimates. These are shown in the table be low. Table 6: Parameter estimates for the proportional odds model (no demographic variables) Estimate Std. Error Wald df Sig. [CJSopinion = very confident=1] -3.341 .043 6092.466 1 .000 [CJSopinion = fairly confident=2] -.090 .016 30.468 1 .000 [CJSopinion = not very confident=3] 2.010 .024 6975.842 1 .000 [ExperienceOfCrime=victim of crime=1] .301 .039 59.541 1 .000 [ExperienceOfCrime = not a victim of crime=0] 0a . . 0 . The model has three intercept parameters (one for each cumulative logit) and these are labelled thresholds in the parameter estimates. These parameters are not usually of interest unless interest lies in calculating response probabilities (Agresti, 2013). Attention is therefore focused on the location part of the parameter estimates. The experience of crime variable is statistically significant since the p value in the Sig column is 0.001. In order to interpret the coefficient, we can say that the odds of being less than or equal to a given value of the dependent variable are exp(0.301)=1.35 times greater for those who have been a victim of crime than those who are not a victim of crime. For example, for the lowest category of the dependent variable, the odds of being very confident in the criminal justice system are 1.35 times greater for those have been a victim of crime than those who have not been a victim of crime. The proportional odds assumption was found to be sa tisfied since the p-value in the sig column is not less than 0.05 (at the 5% significance level). The SPSS output is shown below. Table 7: Test of Parallel Linesa Model -2 Log Likelihood Chi-Square df Sig. Null Hypothesis 49.120 General 49.032 .087 2 .957 The next stage is to add the demographic variables in to the model. The table below shows the parameter estimates for this case. Table 8: Parameter estimates for the proportional odds model (with demographic variables) Estimate Std. Error Wald df Sig. [cjsovb1 = 1] -3.323 .060 3099.016 1 .000 [cjsovb1 = 2] -.063 .045 1.967 1 .161 [cjsovb1 = 3] 2.051 .048 1808.076 1 .000 AgeMeanCentered .008 .001 66.790 1 .000 [sex=Male] -.009 .029 .102 1 .749 [sex=Female] 0a . . 0 . [Type of area=urban -.028 .035 .667 1 .414 [Type of area=rural] 0a . . 0 . [MaritalStatusNew=Widowed] -.296 .065 20.602 1 .000 [MaritalStatusNew=Divorced] .230 .054 17.951 1 .000 [MaritalStatusNew=Separated] .080 .081 .975 1 .323 [MaritalStatusNew=Married] .110 .038 8.198 1 .004 [MaritalStatusNew=Single] 0a . . 0 . [ExperienceOfCrime=victim of crime=1] .357 .040 81.390 1 .000 [ExperienceOfCrime = not a victim of crime=0] 0a . . 0 . The experience of crime variable remains significant after the inclusion of the demographic variables with similar conclusions to before. The continuous variable age is significant. In order to interpret this variable, we can say that for a one unit increase in age, the odds of being very confident are exp(0.008)=1.008 times greater (holding other variables constant). For marital status, the odds of being very confident in the criminal justice system are exp(0.296)=1.34 times greater for those who are single than those who are widowed (holding other variables constant). In addition, the odds of being very confident in the criminal justice system are exp(0.230)=1.26 times greater for those who are divorced than those who are single(holding other variables constant). Similarly, the odds of being very confident in the criminal justice system are exp(0.110)=1.12 times greater for those who are married than those who are single (holding other variables constant). Type of area an d sex were non-significant. The proportional odds assumption was found to not be satisfied for this model since the p-value was less than 0.05. Rather than rejecting the model outright, Agresti (2013, page 307) recommends performing separate binary logistic regressions (by collapsing over the levels of the ordinal response) and comparing the parameter estimates obtained to those from the original proportional odds model. For this model, the estimates were not found to differ drastically so the assumption was deemed to be viable. 2.4 Assessing the listwise deletion of missing values SPSS only allows for listwise deletion of missing values when conducting ordinal regression. However, traditional linear regression techniques in SPSS allow for alternative methods for dealing with missing values. It is acknowledged that the use of traditional regression methods for an ordinal response is more questionable and open to debate. However, the same conclusions with regards to which variables are significant are obtained by treating the response as continuous as opposed to ordinal. Table 9: Parameter estimates for the linear regression model (with demographic variables) Parameter B Std. Error t Sig. Intercept 2.595 .017 149.591 .000 [sex=Male] -.003 .011 -.258 .796 [sex=Female] 0a . . . [Type of area=urban -.013 .014 -.933 .351 [Type of area=rural] 0a . . . [MaritalStatusNew=Widowed] -.114 .025 -4.499 .000 [MaritalStatusNew=Divorced] .092 .021 4.304 .000 [MaritalStatusNew=Separated] .029 .032 .920 .357 [MaritalStatusNew=Married] .044 .015 2.958 .003 [MaritalStatusNew=Single] 0a . . . [ExperienceOfCrime=victim of crime=1] .139 .015 8.982 .000 AgeMeanCentered .003 .000 8.191 .000 The same conclusions were also obtained when alternative methods were chosen for dealing with the missing values (pairwise deletion and mean substitution) thus giving more confidence in the results obtained for the original proportional odds regression model in Table 8. 3 Conclusions To conclude, the results of Section 2.3 indicate that experience of crime significantly affects citizen’s overall opinion of the criminal justice system. This was true before and after accounting for other relevant demographic variables. After accounting for other variables, the odds of being very confident in the criminal justice system were 1.43 times greater for those who have been a victim of crime than those who had not. Age and marital status were also found to significantly affect citizen’s overall opinions of the criminal justice system. Gender and whether the area was urban or rural were not found to affect citizen’s overall opinion of the criminal justice system. References: Agresti, A. (2013). Categorical Data Analysis, 3rd edition. New Jersey : John Wiley and Sons, Inc, Little, R. J. and Rubin, D.B. (2002). Statistical Analysis with Missing Data, 2nd ed. Hoboken, NJ: Wiley.

Manufacturing Problems Within China And China - 1784 Words

Manufacturing Problems in China Manufacturing is by definition a way to create a product on a wide range scale using advanced machinery. With that said it should be evident enough that manufacturing and the industry itself is a big part of our world. This fact alone, it should be able to illustrate enough that manufacturing has helped everything from countries to governments to even individuals grow and make a profit off of making goods while making them in a fast, large quantity for cheap in order to provide goods for many people across the world. This comes at a heavy cost however , since the resources, labor and sacrifice needed to make these goods in a fast while efficient way is costly not only to our environment but to the public†¦show more content†¦However this comes at the cost of being one of the biggest polluters in our world today but while this does affect us in a big way, it horribly affects the public health the Chinese people greatly. Most notably the atmosph ere, In fact according to the United Nations Millennium Development Goals, China is leading the world in Carbon dioxide emissions with over 9 million in metric tons of CO2 being released by china in the air in 2011 compared to the United States which had about a little over 5 million metric tons (UN). With that fact in mind one can only imagine how bad the air quality is in cities due to many manufacturing plants letting out many dangerous chemicals out into the air for the public to end up breathing up. According to an article of The New York Times, a paper done by a research organization named Berkeley Earth reported that about the three out of eight of the air the Chinese population breathes is rated unhealthy with the report also finding that the most deadly air particles cause an array of diseases such as asthma, lung cancer, heart related illnesses while also causing strokes. (Levin) Consequently the manufacturing do even more than just threaten public health, they affects the country s natural resources negatively that they need so urgently. For example the manufacturers in the Chinese textile industry are considered one of the biggest polluters. However the industry in particular are mostly

Thesis Shifter free essay sample

Statement of the Problem This study aims to answer the following questions: a. What is the effect of the work of the working students in the College of Business Administration in the University of the East – Caloocan to their studies? b. What are the reasons why a student of College of Business Administration in the University of the East– Caloocan needs to work while he or she studies? c. How do they manage their time between studies and work? d. What are the kinds of work that a working student in the College of Business Administration have? . What are the problems of a working student in the College of Business Administration in the University of the East – Caloocan encountered while he or she studies? Scope and Delimitation This study focused only to all level of students in the College of Business Administration in the University of the East that are already working. We will write a custom essay sample on Thesis Shifter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This study focused only on the work and study habits of the students, on how they manage their time and the effects of their work to their studies. The personal life of the students do not belong to this study. This study emphasized the solution to the problems of the working students in the University of the East – Caloocan. Significance of the Study This study is important to the following: Students To know how the working student manage or balance their time between studies and work Professors To put railings on their student, to help and give considerations to the working students Administrators To grant an additional program for all working students in the University of the East – Caloocan Parents To support their children, not only in financial support but also in moral support Definition of Terms Budget- list of expenses Night Classes – class hours during night time Night Differential Pay – additional income for those who work at night Night Shift – working hours during night time Scholar – students who can study for free because of their high grades Scholarship – free education for those students who got the required grades Shifter – a person who can cope with the change of working hours, either night or day time Students Assistant – students working in school for free education Time Management – right scheduling of time for different activities Working Students – students who are working while studying CHAPTER II Review of Related Literature Foreign LEARNING AND EARNING: WORKING IN COLLEGE Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore Commissioned by Upromise, Inc. , August 2001 and reproduced with permission of Upromise Students are increasingly likely to work while in college. Since 1984, the fraction of college students aged 16 to 24 who also work full- or part-time has increased from 49 to 57 percent. Not only are students more likely to work today, but they are more likely to work full-time: the share of students working full-time while going to school full-time has nearly doubled, rising from 5. percent in 1985 to 10. 4 percent in 2000. In 2000, 828,000 full-time students worked full-time, compared to 366,000 in 1985. Working students can be categorized into two groups: those who primarily identify themselves as students but who work in order to pay the bills, and those who are first and foremost workers who also take some college classes. Almost two-thirds of un dergraduates who work consider themselves students who work; the other third consider themselves workers who study. In the 1995-96 school year, employed students worked an average of 25 hours per week. Students at four-year colleges are more likely to work a smaller number of hours per week. On average, working college students earn roughly $7. 50 per hour. The empirical evidence suggests that the effects of working while in college varies by the type of job held (e. g. , full-time vs. part-time work) and its relation to the academic environment (e. g. , an on-campus vs. an off-campus job). Part-time student employment may have beneficial effects: for example, an on-campus research position may spark a students interest in further academic programs or provide important work experience that will improve future labor market prospects. Working part-time as a student generally appears to supplant only non-productive activities, such as watching television. In addition, students who work fewer than 10 hours per week have slightly higher GPAs than other similar students. However, full-time employment may impair student performance. For example, 55 percent of those students working 35 or more hours per week report that work has a negative effect on their studies. Students working full-time also reported the following liabilities: 40 percent report that work limits their class schedule; 36 percent report it reduces their class choices; 30 percent report it limits the number of classes they take; and 26 percent report it limits access to the library. Students who work full-time are also more likely to drop out of school. For example, the available evidence is consistent with a roughly 10 percentage point differential in graduation rates between full-time and part-time workers. In 2000, nearly 830,000 full-time college students worked full-time. Because of the adverse effects of such full-time work, tens of thousands of these college students are likely to drop out of school and fail to receive a college degree. Working a limited number of hours (e. g. , 10 hours a week) at an on-campus job appears to have positive impacts on student performance, while working a significant number of hours (e. g. , 35 hours or more per week) has adverse consequences. It is unclear at what point student employment moves from being beneficial to being counterproductive. But the difference between graduating from college and not graduating from college may involve a change in work schedules that would have a modest impact on student earnings relative to the lifetime gains from completing college. For example, reducing hours worked by 10 hours (from 35 hours per week to 25 hours per week) would reduce a students annual earnings during the school year by roughly $2,250. Such potential earnings pale in comparison to the lifetime gains from completing college. Since full-time work appears to have negative effects on student enrollment rates and perhaps also on academic performance, it is therefore of particular concern that full-time work among full-time college students has risen sharply over the past 15 years. For these students, the research suggests that, if possible, it may be prudent to find other ways of financing college so they can complete their degrees, maintain their academic performance levels, and thereby reap the long-term benefits of a college education. LEARNING AND EARNING: WORKING IN COLLEGE Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore1 August 2001 The financial burden of college tuition is significant and rising. In light of the increasing price of college, many families are facing significant challenges in financing their childrens education. 2 The evidence shows that as one response to the financial burden of college tuition, students are working more while in college. Over 60 percent of college students report that their parents now expect them to work during the school year to help cover expenses. 3 More students are working, and more are working longer hours. Today, more than half of college students have a job. In 1999, on average, working students earned roughly $7. 50 per hour. These earnings undoubtedly help to alleviate some of families financial struggle to pay for college in the short run. But the extent of working while in college raises important questions. In particular, what is the overall effect of work? Does it have a beneficial effect in the long run by building discipline and a strong work ethic in students, or does it have a deleterious effect by diverting students efforts from schoolwork? The evidence suggests that the answers depend on how much a student works and what type of job she has. Characteristics of Student Employment An increasing number of students work while in college. Since 1984, the fraction of college students aged 16 to 24 who also work full- or part-time has increased from 49 to 57 percent. 4 The share of full-time college students working has also increased; in October 2000, a majority of full-time college students was employed. Figure 1 displays the increase in employment rate among college students. Not only are students more likely to work today, but the share of students working full-time while going to school full-time also has increased dramatically. The percentage of full-time college students working full-time has nearly doubled, rising from 5. 6 percent in 1985 to 10. 4 percent in 2000 (see Table 1). 5 The data indicate that the increase in the employment rate is largely due to increases in work among full-time college students; the share of part-time college students working has remained relatively constant over the past 15 years. The Department of Education undertook a special survey during the 1995-96 school year to provide an in-depth picture of how undergraduates finance college through work. Working students can be categorized into two groups: those who primarily identify themselves as students but who work in order to pay the bills, and those who are first and foremost workers who also take some college classes. According to the survey, almost two-thirds of undergraduates who work considered themselves students who work, while about a third considered themselves workers who study. 7 The average number of hours worked by students during the school year varies by the type of institution and by whether the student is part-time or full-time. As Table 2 shows, in the 1995-96 school year, employed students worked an average of 25 hours per week. About one-quarter of students work 35 or more hours per week, and another quarter of students work 15 hours or less. Students at four-year colleges are more likely to work a smaller number of hours per week; over one-third of such students work fewer than 15 hours. On average, working college students earn roughly $7. 50 per hour. 8 Although hourly earnings vary somewhat for college students, three-quarters earned less than $8. 00 per hour in 1999. More than one-third of students earn within $1. 00 of the minimum wage. Table 3 also shows that part-time college students earn more per hour (on average) than full-time college students. The majority of students who work also receive financial aid to attend college. As Table 4 shows, 56 percent of workers receive some other type of aid in the form of grants or loans. Nearly 70 percent of students who work 15 hours or fewer also receive another form of financial aid. Students who work more hours per week are less likely to be recipients of financial aid. Local Congress broadens job opportunities for students (The Philippine Star) Updated October 09, 2000 12:00 AM| The House of Representatives passed on second reading a measure that will give wider employment opportunities to the country’s working students, Speaker Manny Villar said yesterday. The Special Program for Employment of Students, authored by Bohol Rep. Ernesto Herrera, aims to broaden the present SPES to benefit more students. Villar says that the bill lessens the employment size of participating establishments from those employing at least 50 persons to those employing more than 10 persons. It likewise seeks to adjust the income requirement for coverage under the law based on the annual national poverty threshold line for a family of six as may be determined by the National Statistics Coordination Board (NSCB). The objective is to help more students by ensuring part-time employment so they can fund their studies, said Villar, a former fish vendor who put himself through school. The Speaker points out that the SPES, which is on its seventh year of implementation, has helped numerous students finish their studies. We hope to improve on the program to make it more efficient, effective and responsive to the present economic conditions, he said. The bill also seeks to provide students employed in activities related to their courses with equivalent academic credits as may be determined by appropriate government agencies. Villar points out that once passed into law, the proposal will benefit poor Filipino students who will be given the chance to financially put themselves thro ugh school. This system will certainly inculcate the values of sipag at tiyaga (perseverance and hard work) among our young people, stressed Villar. Helping provide education to young Filipinos, says Villar, will likewise give them the opportunity to improve their quality of life. CHAPTER III Methodology Research Setting and the Respondents The chosen respondents in this study are the students of the College of Business Administration from 1st year up to 4th year of the current semester 2010-2011 in the University of the East Caloocan. The respondents are divided into four(4) groups, six(6) from 1st year, nineteen(19) from the second year, twenty(20) in third year and fifteen(15) from the fourth year. The researcher also uses random sampling for two roups to have an equal presentation. Methods of Research This research was done through the use of the survey. The researchers have made survey questionnaire to have an idea about the opinions of the students of the College of Business Administration about working while studying. For the knowledge of the researchers to be enriched, the researchers conducted interviews with the expert s about the said topic. For the betterment of this study, the researchers made sure that they will collect information and data in different basis like books, journals, newspapers, etc. Design of the Research This study was done based on the descriptive method. The main reason for conducting this research is to describe and analyze the topic knowledge and the perception of working students in the College of Business Administration about their working situation. Data Gathering Procedure This research is only the initial study and not needed in having a degree. The researchers did not use complicated statistics in analyzing data, only the tallying method and taking of percentage that are needed in this research. Chapter IV Presentation, Analysis, and Interpretation of Data Gender| Number of Respondents| Percentage| Male| 26| 43%| Female| 34| 57%| Total| 60| 100%| Out of sixty(60) respondents, thirty four(34) number of respondents or equal to fifty seven percent(57%) are female, twenty six(26) or equal to forty three percent (43%) are male. Therefore, it shows that there are more female working student in College of Business Administration in University of the East. Year Level Year Level| Number of Respondents| Percentage| 1st year| 1| 2%| 2nd year| 23| 38%| 3rd year| 21| 35%| 4th year| 15| 25%| Total| 60| 100%| Out of sixty(60) respondents, one(1) working student or equal to two percent are in the first year. Twenty three respondents(23) or equal to thirty eight percent(38%) in the second year, while thirty one(31) respondents or equal to thirty five percent(35%) in third year. Fifteen(15) respondents or equal to twenty five percent(25%) are in the fourth year. Therefore, it shows that the number of second year students got the highest number of a working student in this current semester 2010-2011. Age| Number of Respondents| Percentage| 16-18| 21| 35%| 19-21| 25| 41%| 22-24| 13| 22%| 25-above| 1| 2%| Total| 60| 100%| Age Out of sixty(60) respondents, twenty five(25) working students or equal to forty-one percent(41%) are at the age of 19-21 years old. Twenty one(21) respondents or equal to thirty five percent(35%) are at the age of 16-18 years old. Thirteen(13) respondents or equal to twenty two percent(22%) are in the age of 22-24 and one(1) respondent or equal to two percent(2%) is at the age of 25 years old. Therefore, the age of working student got the highest number is 19-21 years old. Question No. 1 What course are you taking up now? Course| Number of Respondents| Percentage| Marketing Management| 10| 17%| Financial Management| 7| 12%| Business Economics| 0| 0| Business Management| 5| 8%| Management Accounting| 18| 30%| Accountancy| 20| 33%| Total| 60| 100| Out of sixty(60) respondents, twenty(20) working students or equal to thirty three percent(33%) are students taking up Bachelor of Science in Accountancy (BSA). Eighteen(18) respondents of equal to thirty percent(30%) are students in Management Accounting. Ten(10) respondents or equal to seventeen percent(17%) are from Marketing Management. Seven respondents(7) or equal to twelve percent(12%) are taking up Financial Management and five(5) respondents or equal to eight percent(8%) are taking up Business Management. Therefore, it shows that most of the working students in the College of Business Administration in the University of the East – Caloocan are taking up Accountancy and Management Accounting. Question No. 2 Who is/are paying for your tuition fee? Choices| Number of Respondents| Percentage| Parents| 28| 47%| Relatives| 25| 41%| Siblings| 4| 7%| Scholarship| 3| 5%| Total| 60| 100%| Out of sixty(60) respondents, twenty eight(28) working students or equal to forty seven percent(47%) answered parents, while twenty five(25) respondents or equal to forty one percent(41%) answered relatives. Four(4) respondents or equal to seven percent(7%) answered siblings and three(3) respondents or equal to five percent(5%) are answered from scholarship. Therefore, it shows that most of the working students are being supported by their parents. Question No. 3 At what age did you decide to be a working student? Age| Number of Respondents| Percentage| 16-18| 29| 48%| 19-21| 24| 40%| 22-24| 7| 12%| 25| 0| 0| Total| 60| 100%| Out of sixty(60) respondents, twenty nine(29) working students or equal to forty eight(48%)percent are at the age of 16-18 years old. Twenty-four(24) respondents or equal to forty percent(40%) are at the age of 19-21 years old. Seven(7) respondents or equal to twelve percent(12%) are at the age of 21-24 years old. Therefore, it shows that most of the students in the College of Business Administration in the University of the East – Caloocan started working at the age of 16-18 years old. Question No. 4 What kind of job are you taking up now? Work| Number of Respondents| Percentage| Service Crew| 27| 41%| Office Tutor| 7| 12%| Students’ Assistant| 9| 15%| Call Center Agent| 19| 32%| Total| 60| 100%| Out of sixty(60) respondents, twenty five(25) working students or equal to forty one(41%)percent are working as a service crew while seven(7) respondents or equal to twelve percent(12%) are students are working as a office tutor. Nine(9) respondents or equal to fifteen percent(15%) are working as a students’ assistant and nineteen(19) respondents or equal to thirty two(32) percent are working as a call center agent. Therefore, it shows that service crew and call center agent are the most common job of working students. Question No. 5 What schedule do you have in school? Schedule| Number of Respondents| Percentage| Day Shift| 25| 42%| Night Shift| 30| 50%| MWF only| 3| 5%| TTH only| 2| 3%| Total| 60| 100%| Out of sixty(60) respondents, thirty(30) working students or equal to fifty percent(50%) took night shift schedule, twenty-five(25) respondents or equal to forty-two(42%) percent took day shift schedule. Three(3) respondents or equal to five percent(5%) took MWF only and two(2) respondents or equal to three percent(3%) took TTH schedule only. Therefore, it shows that night shift is the most common schedule that a working student takes up. Question No. 6 What is your reason for being a working student? Reason| Number of Respondents| Percentage| Self Interest| 22| 37%| Parents’ Choice| 7| 12%| Financial Problem| 24| 39%| Work Experience| 7| 12%| Total| 60| 100% | Out of sixty(60) respondents, twenty-two(22) working students or equal to thirty-seven percent(37%) answered self-interest. Seven(7) respondents or equal to twelve percent(12%) answered parents’ choice. Twenty-four(24) respondents or equal to thirty-nine percent(39%) answered financial problem. Seven(7) respondents or equal to twelve percent(12%) answered work experience. Therefore, it shows that financial problem is the main reason why a student decided to work. Question No. 7 How many hours do you spend for work? Hours| Number of Respondents| Percentage| 1-2| 2| 4%| 3-4| 35| 58%| 5-7| 23| 38%| 8 or more than| 0| 0| Total| 60| 100%| Out of sixty(60) respondents, two(2) working students or equal to four percent(4%) answered 1-2 hours. Thirty-five(35) respondents or equal to fifty-eight percent(58%) answered 3-4 hours. Twenty-three(23) respondents or equal to thirty-eight percent(38%) answered 5-7 hours. Therefore, most of the working students in the College of Business Administration in the University of the East – Caloocan work 3-4 hours a day. Question No. Does your work affect to your studies? Choices| Number of Respondents| Percentage| Yes| 18| 30%| No| 14| 23%| Slightly| 28| 47%| Total| 60| 100%| Out of sixty(60) respondents, eighteen(18) working students or equal to thirty percent(30%) answered yes. Fourteen(14) respondents or equal to twenty-three percent(23%) answered no. twenty-eight(28) respondents or equal to forty-seven per cent(47%) answered slightly. Therefore, most of the working students in the College of Business Administration in the University of the East – Caloocan experience that their work slightly affects their studies. If yes, in what manner? Out of forty-five(45) respondents who answered yes, fifteen(15) working students said that they are having conflicts with the schedule of their work and studies. Five(5) students answered that it helps them to gain more knowledge. Twenty-one(21) students answered that they loss focus on their studies and four(4) students answered that they are encourage to focus more on their studies. Question No. 9 In being a working student, is it a big help for you? Choices| Number of Respondents| Percentage| Yes| 56| 94%| No| 0| 0| Slightly| 4| 6%| Total| 60| 100%| Out of sixty(60) respondents, fifty-six(56) working students or equal to ninety-four percent(94%) answered yes. Four(4) or equal to six percent(6%) answered slightly. Therefore, the work of a student really helps. If yes, in what way does your work help you? Out of fifty-six(60) respondents who answered yes and slightly, twenty-two(22) answered self satisfaction. Twenty-nine(29) answered tuition fee and other school expenses. Fourteen(14) answered that they gain more knowledge and six(6) answered that they can help their parents in their financial needs. Chapter V Summary of Findings, Conclusion and Recommendation Summary of Findings This study was done to know what are the problems of the working students. The descriptive method was used. The researchers used survey questionnaire to gather data and information. The respondents were the working students of the College of Business Administration in the University of the East – Caloocan. The researchers found out that most of the working students in the College of Business Administration in the University of the East – Caloocan are taking up Accountancy and Management Accounting ranging from 19 to 21 years old. The respondents were composed of 57% female and 43% male working students. Their parents help them in their studies. The researchers also found out that the common job of the working students are service crew in the fast food chain and call center agents. Most of them started working in the age of 16 to 18 years old. Most of them spend 3 to 4 hours in their work. They usually get night shift schedule. The main reasons why they work is due to financial problem and luxuries. The work of the students affects their studies. There are times that students failed to give much time and attention to their studies. There are usually conflicts in the time of their work and studies. On the other hand, it came out that their work really helps them in their studies, they were able to pay their tuition fees and support their daily allowance. Conclusion The researchers have made the following conclusions: 1. Most of the working students in the College of Business Administration in the University of the East – Caloocan are taking up Accountancy and Management Accounting ranging from 19 to 21 years old. 2. Their parents help them in their studies. 3. The researchers also found out that the common job of the working students are service crew in the fast food chain and call center agents. . Most of them started working in the age of 16 to 18 years old. Most of them spend 3 to 4 hours in their work. 5. They usually get night shift schedule. 6. The main reasons why they work is due to financial problem and luxuries. 7. The work of the students affects their studies. There are times that students failed to give much time and attention to their studies. 8. There are usually conflicts in the time of their work and studies. On the other hand, it came out that their work really helps them in their studies, they were able to pay their tuition fees and support their daily allowance. Recommendation The researchers have made the following recommendations: 1. For the parents of the working students, we recommend them to continue supporting their child and not to lose hope because this will surely has a positive effect not only in their studies but also to their work in the future. 2. For the department of Business Administration, we recommend for them to have enough programs for the working students for them to help in their academic studies. 3. For the teachers, we recommend you to give considerations to the working students in their academic activities. . For the government, we recommend them to have more scholarship programs to lessen the working students. 5. For other researchers, we recommend you to conduct more studies regarding this topic to make a clearer and meaningful result that will help the students. 6. For the students who want to work, we recommend you to choose a work that is related to your chosen course to enhance your skills and knowledge. 7. For the working students, we recommend you to study well. They must not be complaisant to their studies even though they are working.

Teenagers Must Be Allowed to Make Their Own Decisions Essay Example

Teenagers Must Be Allowed to Make Their Own Decisions Paper Should teenagers be allowed to make their own decisions? When parents expect teens to take on adult responsibilities without treating them as adults, it’s unethical. By ignoring their complaints on society, you shut your teen out from you, resulting in them shutting you out. Most parents think that teenagers arent old enough to think farther. Therefore, they always make decisions for their teenage children. This may affect teenagers futures because they will become dependent on their parents and they will not be able to make their own decisions correctly. They will neither have their own goals nor ambitions because everything in their lives is made up and decided by their parents. They end up not knowing how to deal with responsibilities as they grow up. They will not have proper decision making skills because their parents or others were making decision for them. A teenager has access to their own mind and is better aware of their skills, interests, personality, limitations, and other factors. Some of these things are difficult or perhaps impossible to communicate with people who dont understand. Teens need to learn some things for themselves. Better they learn it in high school than have to learn the lesson in far less forgiving atmospheres. When a teenager deals with the own responsibilities and mistakes they make wiser decisions because they know it comes with consequences. Like people say the only way I’m going to learn is if I do it on my own. Mistakes give us endurance, gives us strength to prepare for other things. So the best way for an individual to learn is to learn on their own. This also enhances their sense of responsibility. Parents should not attack for stifling creativity in their children because it will leads to inability to make momentous decision in their future life. We will write a custom essay sample on Teenagers Must Be Allowed to Make Their Own Decisions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teenagers Must Be Allowed to Make Their Own Decisions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teenagers Must Be Allowed to Make Their Own Decisions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Older teenagers should be able to make their own decisions, while parents can assist them, with the intention of preventing their offspring from making costly mistakes. Present your older children with the highest esteem: tell them you have faith they will do the right thing. Such a compliment to their psyche convinces them of their grown-up status, and lays the moral burden on their own shoulders. It reinforces children of their value to society and to themselves. Thus teenagers should be allowed to choose and make their own decisions, but with the clear guidance of their parents.