What makes our research paper new and different from other related researches

  Several researches about romantic relationships and its effect to academic performance were conducted mostly in the western countries. Since Philippines has different culture and as the researchers knowledge that there were no studies about it were conducted in the Philippines, it can be taken into account that impact of romance to academics may vary. Conducting this study to college students is also different from high school since there is an increasing stress factors as education level increases(e.g., more projects, more difficult exams).

 

   The methodology of our study is also different from what has been mostly used by studies related to ours. We will examine the change of grades of the respondents from 1st sem to 2nd sem since we take into consideration that students have different school abilities. For example, Ana is a more intelligent than Laura. But if Ana is involved into a romantic relationship for a longer period of time compared to Laura, there is a tendency that Ana and Laura might have the same grades. It looks like there is no difference in the two. Thus, we will compare the amount of change of grades of our respondents.

    We will also focus on the range of time the relationship occurs, levels of motivations and levels of anxiety which were not yet tested by previous researches.

 

Note # 2

Crissey(2006) focuses his study on the differences of gender on the high school academic outcomes which were influenced by romantic relationships. It was found out that when students divided their attention to education and romance, there would be a negative outcome on the academic performance especially when they take too much concern on their romantic relationships and it applies mostly on girls. Boys’ “academic well-being” was also slightly affected. The increased risk of sexual activity mainly affects this situation. He also suggested that "academic romance" is essential to academic well-being, there is still a need to take into considerations on the orientations of each gender more of on the other.

Reference:

     Crissey, S. R. (2006). Gender Differences in the Academic                                           Consequences of Adolescent Heterosexual Romantic                                            Relationships (Doctoral dissertation). Available from

         ProQuest Dissertations and Theses database. (UMI No. 1179965251) 

Statement of the Problem

Proposed Research Topic: Effect of Romantic Relationships to the Academic Performance of UP Cebu College Students.

Proposed Statement of the Problem

The main thrust of the study was to determine the effect of romantic relationships to the academic performance of male and female BS Computer Science 2 students of the University of the Philippines Cebu College (A.Y. 2011-2012, First Sem) as well as their counterparts who do not date.  

 Statement of the Problem

            Specifically, this study sought to answer the following questions:

1.  What is the profile of the respondents   in terms of:
     a.      gender,    
     b.      general weighted average in first year 1^st  sem, 
     c.      General weighted average in first year 2^nd sem?

 2.  What is the status of time management of the respondent for those who  are engaged and their counterpart in terms of, 
     a.      time in studying,
     b.      time in working,
     c.      other significant time?

 3.  What is the experience level of the respondents in romantic relationship?

 4.  What is the level of anxiety of the respondents  in playing their role in the society,
     a.      those who are engaged,
     b.      those who are not engaged?

 5. What is the level of motivation of the respondents,  
     a.      those who are engaged,
     b.      those who are not engaged?

 6.  Is there a significant relationship between a grade point average and involvement in romantic relationship?

7.   Is there a significant correlation between motivation and levels of anxiety among the participants involved in romantic relationship?

First note for the research paper

As students turn into college, a time when studies are more stressful than before, romantic relationships are also considered more seriously most of the time. Giordano, Longmore et. al, (2009) described that romantic relationships give great impact into a student’s emotions. It is either pain or happiness. Teens nowadays consider romantic relationship as the number one source of stress. Example would be break-up or conflicts with partner. Even those who give more importance on academics, spending time with one’s partner may also serves as a distraction. On the other hand, positive dating relationship implies a positive outlook of a person’s life which may give her an inspiration in achieving goals.                                            




Reference:

Manning, D., Giordano, P., Longmore, M., & Hocevar, A. (2011). Romantic Relationships and      Academic/Career Trajectories in Early Adulthood. In F. Fincham & M. Cui (Eds.),Romantic     Relationships in Emerging Adulthood (pp. 317-334). New York: Cambridge University              Press.

Paraphrasing

1.   Time is also described in Chassidism as the flux of ratzo v'shov -- a continual positive/negative oscillation of creative energy that drives all phenomena of the cosmos. Just as hearts beat, lungs inhale and exhale, energy pulsates in waves, particles vacillate between negative and positive states, so too the very substance of the cosmos continually oscillates between a state of being and not-being. This oscillation, as well, "precedes" Time as we know it. The essential continuum of Time in our world is the eventual manifestation of this higher form.

Paraphrase:

Time is labeled in Chassidism as the “flux of ratzo v’shov”. Ratzo v’shov is a flow of two opposite changes caused by “creative energy” which controls all the events in the universe. Examples would be the beating of hearts, inhaling and exhaling of lungs, changing of particles into positive and negative states, vibration in waves, changing of particles between opposite being, as well as everything in the world flows between in a “state of being and not-being”. Time continually exist as these changes exist (Freeman, 2011).

2.    Why does creation necessitate ratzo v'shov? The standard explanation in Chassidism goes as follows: For anything to exist, two opposite processes are necessary. On the one hand, the object must be sustained by the will of its Creator. On the other, it must feel itself as a detached and distinct entity of its own. Ratzo v'shov is the artifact of this dynamic of conflict. In this way, it is the glue, or intermediary, between the creative force and the created being. In the words of Rabbi Menachem Mendel of Lubavitch (the "Tzemach Tzedek", 1789-1866), Time is the intermediary between the cosmic soul and space. Time is the process of being, as opposed to the content of being.

Paraphrase:

Chassidism explains a that creation needs ratzo v’shov through the following: Two inverse processes are needed for anything to exist. the object must be distinguishable from others and maintained by its “Creator”.  “Ratzo v’shov unites “creative force and created being”. According to Rabbi Menachem Mendel , time acts as a mediator of immeasurable “soul and space”(Freeman, 2011).

Reference:

Freeman, T. (2011). What is Time. Retrieved from                                                              http://www.chabad.org/library/article_cdo/aid/74335/jewish/What-is-Time.htm

                        

Summarizing

 1. It's worth emphasizing that although we say this form of Time preceded creation of the physical world, its precedent is not in terms of physical time that has any form of measurement -- just as we have no form of measurement of any of the higher worlds or the phenomena within them. Furthermore, this form of Time is also a creation, just as all else within the higher cosmos. It precedes the creation of the physical world, but is not primal in an absolute sense. That is to say, the very concept of precedent and antecedent is a creation.


Summary: 
        Freeman (2011) emphasizes that though time(not the "physical time") exist before the physical world was created, the precedence of time implies creation in itself.


2. Time is also described in Chassidism as the flux of ratzo v'shov -- a continual positive/negative oscillation of creative energy that drives all phenomena of the cosmos. Just as hearts beat, lungs inhale and exhale, energy pulsates in waves, particles vacillate between negative and positive states, so too the very substance of the cosmos continually oscillates between a state of being and not-being. This oscillation, as well, "precedes" Time as we know it. The essential continuum of Time in our world is the eventual manifestation of this higher form.


Summary:
           Chassidism perceives time as continuous transition of events in the world. These  changes then, "precedes" time (Freeman, 2011).    
       
Freeman, T. (2011). What is Time. Retrieved July 4, 2011 from                                         http://www.chabad.org/library/article_cdo/aid/74335/jewish/What-is-Time.htm.
     

Plagiarism Exercise (comm2)

     When I entered in the University of the Philippines, I have been warned by the old students and teachers that cheating is a mortal sin in this institution. Plagiarism is a big crime that students commonly commit. It is copying of someone's idea without acknowledging the source and without putting it into your own words. It maybe because they don't know what it is or they may have done it intently for its convenience. I can't also deny that I have done it too. 

      

     In the plagiarism exercise, the Student revision 1 is guilty of plagiarism first of all because the student failed to site or give credit to his sources. This revision appears to be the original work of the student since it doesn't mention about sources. Thus, he just committed intellectual dishonesty. Second, most of the text were copied from the sources without paraphrasing those text. It is very obvious in every sentence that he copied that he just changes some words into their synonyms. This practice is common among students. I even thought that changing a one or two word in a sentence that I have copied from sources would not make me guilty from plagiarism.  

     

    In the Student revision 2, this may have recognized its source but the student did not paraphrase the words he copied from its source. The student did not also use proper citation in his revision. So, Student revision 2 is still guilty of plagiarism. Citation is important so that readers will know the sources and may look at them for additional information. Citations can also be a sort of reference for the readers to check for the writer's accurateness. Gardner also noted that: 

"The addition of explanations, comparisons, contrasts and comments is better because it shows that the information has been read, analysed and understood."  

    Thus, we cannot only rely on the sources in making an output but we can use them to make some arguments, observations and conclusions. The two students must have done this in making their revisions to make it better. 

Reference:

Gardner, David. Paraphrasing (re-writing in your own words).       Retrieved June 20, 2011, from   

     <http://www4.caes.hku.hk/plagiarism/Techniques_1.htm>

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