Gender Essay Example | Topics and Well Written Essays - 1250 words

Gender - Essay Example This picture is not new to us as long as female representation is concerned. This kind of image building of women has been performed by our media. In contemporary society, media plays a very crucial role in shaping public opinions. With the advent of new media such as internet smart phones, media has now been constantly around us, drilling into our head with the messages, which sometimes are very damaging. The major target of media these days is the body of woman which is worst and perverse. The representation of women in media has always been stereotypical. They are always represented as sex objects. It is an opening dialogue from the documentary film Miss Representation, â€Å"There is no appreciation for women as intellectuals. It is all about the body and never about the brain...† If we peep into the history of English literature for example, many facts of gender issues appear in front of us. There was no place for women writers in literary circle. Bronte sisters published a volume of poetry by adopting male names such as Curre, Ellis and Action Bell. The one and only reason was to conceal their feminine identity. The social, intellectual and psychological suppression of Victorian women is portrayed by Alfred Tennyson in his poem â€Å"Lady of Shallot.† The contemporary society had a very biased attitude about the female writers. The society was not ready to accept that the women have intellectuality of being writer. Twentieth century witnessed the breakage of this bondage by rebellious feminists through their literary work. Many women writers carved a niche for themselves through their outstanding writing skills. The women have proved themselves, but still the society is not ready to accept their brains, their logical, analytical and intellectual capacity. When there is a question of choosing body or brain of the woman, it is always body which is preferred object. Right from video games or children’s cartoons, women are represented as inferior, always caught by the demons and then are rescued by a brave young gallant. In short the children grow up with the upbringing that women are always inferior sex and men have to protect them and impose authority on them. Miss Representation is the documentary, which throws light on how the image of the women is always spoiled by media. A UNESCO report describes the litany of common image of women in the media. Women are always sex object for media. â€Å"the glamorous sex kitten.† (World Savvy). Dietz (1998) made four possible female stereotypes, which were based on their appearance and their behaviour. 1. Female as a sex object 2. Females as victims 3. Females as heroic or action characters Dietz in his research found that 41% of women in video games were shown as a sex object, 21% were portrayed as victims or ‘damsel in distress’ and only 15% women were portrayed as heroes or action characters. The male dominated media is not ready to accept woman as wa rrior, saviour, and protector but they like to portray her either as a victim or sex object. This report is really benumbing. In India, there are vernacular daily soaps, where the women are shown as being victimized by the members of their in-laws house. They are either physically or mentally tortured by their husbands and family members. When asked producers and directors about it, they comment carelessly that we show whatever is the demand of the public. According to them the majority of viewers of these serials are women and

Why Scientific Management Has No Relevance Today Essay - 11

Why Scientific Management Has No Relevance Today - Essay Example The paper tells that scientific management is irrelevant in the current society because unlike in the past, workers are more intelligent today. This is because they know their values in the workplaces. Consequently, they consider any processes that seem to challenge their worth as self-deprecating. When scientific management was still relevant, employees were offered the fiscal rewards only. This is because workers valued economic rewards during that time. However, most organizations increase their productivity by controlling all factors in the  workplaces  as well as maintaining the social health and development of the workers in today’s organizations. Furthermore, this management approach is not applicable today because its principles are authoritarian. This is because they assumed that only managers were accountable for decision-making because organizations did not trust the employees’ competence in decision-making in the past. According to Taylor, the increase i n the organizations’ productivity relied on the divisions between the workers and experts or managers. Additionally, he also believed that managers should always direct the workers. This method negatively influences the workers’ motivation and satisfaction in the  workplaces. The modern organizations increase their productivity by involving all the organization’s participants including the employees in the decision-making process. This motivates the workers because it makes them feel worthy of the organization. Additionally, it makes them feel respected by the organizations. Such respected workers usually work to their highest potential because they become loyal to the organization. Moreover, the piece rate payment systems used in the scientific management is not effective today because organizations center on superiority rather than the capacity to increase the customers’ satisfaction and the organizations’ competency.

SLP - 3 Negative Letters Essay Example | Topics and Well Written Essays - 1000 words

SLP - 3 Negative Letters - Essay Example In this case, messages sent to customers possess attributes meant to foster beneficial reactions; hence facilitating realization of business goals. In this context, positive messages are usually meant to foster positive and beneficial relationships with existing customer base. However, certain situations require delivery of negative messages to clients. Within any given commercial setting, some clients may demonstrate negative business practices towards service providers. Based on financial and marketing management, undesirable practices may undermine realization of commercial goals of revenue generation and profit maximization. In such instances, business leaders should be able to synthesis objective letters meant to deliver desired messages to incorporative clients. In order to formulate an objective negative letter, one has to take into consideration relevant communication principles. Carl and Naether (2012) agree that close adoption of these principles will ensure synthesis of a letter in a manner that delivers desired message in a professional and timely manner. The first principle involves the effects of the negative letter upon reception by the target client. Negative business letters should elicit desired effects upon reception by the client. With respect to the element of effect, effective letters should be clear and concise in order to facilitate understanding by target audience. Wordings within a negative letter should possess a stern and somber mood. Suitable selection of words will ensure that receiving client understands the required effect of the communication. According to Carl and Naether (2012), the next principle takes into consideration significance of communication with respect to the business relationship. From a theoretical perspective, business persons ought to maintain positive communications with their clients. However, certain situations necessitate adoption of negative communication. In this regard, negative letters should express th oughts and emotions in a precise and accurate manner. Accuracy and precision ensure that target clients pay close attention to the causative factors of message in the letter. This will create an atmosphere where the client will appraise the seriousness of his or her negative practices. Letter To Ms. Minnie MacElroy, 27694 Bay Point Lane, Bonita Springs, FL 34134. Dear Madam, Re: Termination of Business Contract It is understandable that the current economic situation may cause constrains to most WebTastic’s clients. The company’s management express its general concerns and on the issue, and would like to thank loyal clients for their earlier corporation. As the owner of this small business, I appreciate the fact that current client base facilitated inception and growth of the company’s business objectives. We have always strived hard in maintaining relationships with clients through regular communication and feedback analysis. In situations where the companyâ₠¬â„¢s website programs develop technical hitches, we have always responded appropriately and in a timely manner. In this case, WebTastic goals seek to provide quality and responsive services to its current new clients. In certain instances, web developers worked for additional hours in order to deliver customized services to loyal patrons. In addition,

Advanced Information Systems Management Essay Example | Topics and Well Written Essays - 1750 words

Advanced Information Systems Management - Essay Example 253). A Customer Relationship Management System (CRM) is a form of information system which involves the application of various hardware and software applications for effective management of information and data on clients or customers with a view of achieving the goals and objectives of the organization. This essay gives a critical analysis and discussion of the value that CRM systems within government owned organization in the UK public sector. The essay includes concepts of contemporary application of information systems in the public sector. More specifically the essay illustrates knowledge management through decision support and application of expert systems in data mining. Customer Relationship Management System (CRM) In accordance to Shanks, Jagielska and Jayaganesh (2009, p. 263), CRM is an information system based business strategy which is designed to help users to achieve an understanding the needs of customers. The CRM also helps in anticipating customer needs and applyin g technological application to manage them with a view of meeting the expectations of customers (Ku, 2010, p. 1087). The implementation or application of CRM involves processes of interaction among people, technology and business processes. Therefore it is through the adoption and application of CRM that effective integration of core processes of customer service, sales and marketing is achieved (Khodakarami and Chan, 2011, p. 256). It is apparent that CRM is a contemporary phenomenon which has been employed within the public sector. This technology is therefore replacing the orthodoxy and less efficient approaches which were employed by government organizations in delivery of services to the public (Wilson, Daniel and McDonald, 2002, p. 195). Figure 1: CRM Value of CRM within Government Organizations in the UK Stjepanovic (2010, p. 273) argues that the value of CRM to a government organization is basically the efficiency which characterizes the use of information system. For exampl e the use of database management systems and application within a CRM framework leads to speedy retrieval and presentation of data and information to clients when they need it. Within a government organization, customer service involves retrieval and presentation of data to customers upon request. This information or data is often retrieved from government databases through the process of data mining (Wilson, Daniel and McDonald, 2002, p. 198). If for instance a customer requests for data on taxation, salaries or benefits, the government owned organizations are mandated to provide it immediately. Nonetheless, the efficiency of data mining and presentation data to the client or customer depends on the level of expertise, skills and knowledge that a government employee has (Stjepanovic, 2010, p. 276). The skills that are required include the use of various software applications within the CRM system such as Microsoft Word Excel and database management applications. Shanks, Jagielska a nd Jayaganesh (2009, p. 264) point out that CRM is valuable to a government organization because it reduces the costs that are associated with business activities or office processes. Within the UK and the EU in general, government organizations are increasingly competing for public funds or government funding. Because of this, many organizations require to reduce the costs of operations in order to achieve effective utilization of the resources available to them. Technology reduces costs

Nursing Students Essay Example | Topics and Well Written Essays - 750 words

Nursing Students - Essay Example The title could do a little revision though to make it appear scholarly. In its abstract, it has identified a total sample population of n=197 whereby only 6% creates the sample size. The sample is too small to reflect the subject population thereby the confidence level is heighten too actively. The chances of error are so remote here. But it has been noted that in determining a sample size for a given level of accuracy, the worst case of 50% should be used. Type of sampling employed and how the respondents were selected among the school's total population of 424 undergraduate students was derived. Such information vital to the methods used in the analysis of data was not identified in the abstract nor in its methodology. Kidder relates that, "a critical portion of a research study is the portion on the instruments used to gather data". Validity of the conclusion derived out of the statistical instruments depends greatly on its characteristics. Therefore the questionnaire used as the main tool in this research should be attached in the bibliography subject to further studies and referencing. Reliability which refers to the extent of an instrument's consistency should be able to elicit the same response when applied to respondents. Since such document is not identified nor presented in this article, its validity and reliability cannot be substantiated and investigated. Over-all evaluation of the instrument cannot be conducted at this moment. The quantitative results of data gathered does not clearly correlate with the problem encountered and stated in the sense that it has focused on the end result of treatment intervention as its instrumentation rather than on the smoking patterns and behavior itself and the possible effects of implementing a certain kind of treatment intervention. Works Cited Kidder, Louise H.1981). "Research Methods in Social Relations.". New York: Hold, Rinehart and Winston. Works Cited Marx,Karl. "Capitalism and Alienation" 2004.Faculty.fostburg. edu. 07 Mar,

Awareness of k+12 Essay Example for Free

Awareness of k+12 Essay Rationale â€Å"Change is avalanching down upon our land and most people are utterly unprepared to cope with it†, states Alvin Toffler. In most countries today, changes are happening so fast that we are at times unable to preserve relevant cultural aspects and values. In the field of curriculum, change is and will continue to be, the factor for any educational undertaking. (Bauzon, 2002) In the new century, the educational environment is rapidly changing and the roles and responsibilities of the teacher s become demanding in the most part of the world. In our country today, the curriculum of our educational system has been revised to meet its demands. According to President Benigno S. Aquino, â€Å"We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding† (www. google. com ). According to the K to 12 Deped Primer (2011), â€Å"K-12 means â€Å"Kindergarten and the 12 years of elementary and secondary education. † Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6). Furthermore, the short duration of our basic education program puts Filipinos who are interested to either work or study abroad at a disadvantage. This is because other countries see our 10-year program as incomplete, which then, causes Filipino graduates to not be considered as professionals abroad. The first teacher of the children are their parents. They have a great role in the development of the young. They become part of the environment of learning at home. They follow-up the lessons of their children especially in the basic education. They sent their children to school to be taught, to be trained and to gain knowledge. Parents are supporters of the curriculum. They would like to get the best of his/her investment in education. They are willing to pay the cost of educating their child for as long as their children get the best learning or schooling experiences. They aims to have a children that has a bright future and a changed individual who is easily adjusted to his fast changing world. (Bilbao, p. 80) This study finds it important to research about the awareness of the k+12 curriculum in the parents of the grade 7 students. The parents of the Grade 7students ofCantilan National High School, Madrid National High School – Union Annex, and Surigao Del Sur State University Cantilan Laboratory High School are the respondents of this research. The programs offered by the University are on Level 1 and 2 and it is accredited by the AACUP. In as much as the data that will be gathered in this study will be very helpful to the curriculum experts, managers and administrators who play an important role in shaping the school curriculum and who are responsible in the formulation of the philosophy, vision, mission, and objectives. The result of this study could provide the needed information in formulating possible solutions for reactions of the parents of the grade 7 students of the CNHS, MNHS-Union Annex and SDSSU Cantilan Laboratory High School. Conceptual Framework As shown in figure 1, the first box contains all about the k+12 curriculum and level of awareness of the parents of the Grade 7 students about it. The middle box contains the independent variables which are the parents of the Grade 7 students of the CNHS, MNHS-Union Annex, and SDSSU Laboratory High School. The interaction of the independent and dependent variables is now the awareness of k+12 program in the parents of Grade 7. This is shown in box 3, the output of the study. INPUTTHROUGH PUTOUTPUT FIGURE 1. Schematic Diagram of the Research Paradigm Statement of the Problem This study aims to determine the awareness of k+12 curriculum among the parents of grade 7 students. This aims further how the k+12 curriculum affects the strategies of the teachers and what are the adjustment to prioritize. The main problem seeks to answer the following subsidiary problems. 1. What is the socio-demographic profile of the respondents? 1. 1. Age 1. 2. Sex 1. 3. Educational attainment 2. What is the extent of awareness of parents to the k+12 curriculum in terms of the following indicators? 2. 1. Features of the k+12 curriculum 2. 2. Assessment of the k+12 curriculum 2. 3. Advantage/benefits of the k+12 curriculum to the students 3. Is there a significant relationship between the socio-demographic profile of the respondents and the extent of awareness in the K+12 program in terms of : 3. 1. Features of the k+12 curriculum 3. 2. Assessment of the k+12 curriculum 3. 3. Advantage/benefits of the k+12 curriculum to the students Hypothesis: This study will test the null hypotheses at 0. 05 level of significance. Ho: there is no significant relationship between the socio demographic profile of the respondents and the extent of awareness of the k+12 curriculum. Significance Of The Study This study will benefit the following: Parents —The result of this study helps the parents of the grade 7 students to accept the changes in our educational system today and one of these changes is the k+12 program. Future Researchers—The result of this study will serve as their guide and help them to collect new ideas and information’s, if their study is interrelated with this study. The authors wrote simple words in every section of this book for the readers to understand easily. Scope and Limitations of the Study This study will cover the following limitations: Respondents. Parents of Grade 7 students in Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Location. The venue of the study is the Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Time Frame. The time frame within which the study will be conducted is during the school year 2012-2013. Definition of Terms Curriculum. Is a plan for what is to be taught in schools. Curriculum studies are a field of inquiry into how schools programs are developed, implemented, and evaluated. K-12 Curriculum. The program aims to uplift the quality of education in the Philippines in order for the graduates to be easily employed. It also aims to meet standards required for professionals who would want to work abroad. CHAPTER II REVIEW OF RELATED LITERATURE To give depth and meaning of the study at hand some related literature and studies taken from articles, books, magazines and periodicals, from different studies and papers read which have bearing on the study conducted and discussed. Related Literature Clearly our country’s ability to provide quality education for its people is hinged to its survival as well as its ability to compete in the global market and be a meaningful partner in the world affairs. (Philippine yearbook, 2003). Though our government created ways and means in order to uplift the quality education that we have, but still it is really a dilemma for every Filipino that our educational system is declining. With this, lots of changes went through, and the teachers as well as the learners are the primary concern of this. The gradual change in curriculum is one of the means to eradicate this decline. As Smithers (2003) said that, â€Å"it has been in contention that teachers should play a more pivotal role in all phases of curriculum-making from initial planning through development try-out, installation, evaluation and revision. More and more classroom teachers are being tapped to serve in school curriculum committees and task force. A perplexed teacher once observed that the curriculum is like a maze in his words â€Å"a complex situation involving a multiplicity of considerations that require profound study†. It is our contention that it is need not to be so stripped to its base essentials, curriculum making is surprisingly simple. (Bruner,2002) According To Bauzon (2002), â€Å"the aspirations of any ideals of any society serve as determinants of the educational system. The aspiration rises only to the level of its people’s aspirations. The most essential instrument in nation building which is education distills the goals in the society. In the school setting, each child learns much more than he is taught as part of the curriculum. Not all learning is the result of the planned experiences in the school. The curriculum of the school includes those experiences for which the school accepts responsibility. These curricular experiences are organized and promoted in order to acceptable objectives and needs of children may be responded adequately. They are planned sequentially so that many learners needs social, spiritual, emotional, intellectual and physical will be prepared. The viable curriculum is based on the recognition that maturation factors and experiential background conditions readiness to learn. Thus, the teacher provides new advices prior to the child’s level of development. (Gronlund,2004). Jerome Bruner emphasizes that here must be an emphasis upon reducing a subject to its fundamental ideas or structure. To grasp the structure of a subject, he argues, one must understand the relationship between facts and ideas which constitute the subject. Structure is important in teaching a subject because it permits a â€Å"massive general transfer† of learning. In short, it allows one to â€Å"learn how to learn†. Related Studies The department of education’s k to 12 program is one concrete response to reverse this steady decline and to move toward its goal of long-term educational reform and sustainable economic growth. The central feature of the k to 12 program is the upgrading of the basic education curriculum to ensure that learners acquire the relevant knowledge and skills they will need to become productive members of society. It seeks to introduce relevant skills development courses and special interest subjects that will suit the personality, strengths and career direction of each learner. (http://www. gov. ph/k+12) In the report of EFA(2002),†As early1925, studies have observed the in adequacy of the basic education curriculum. As one of the most well studied reforms, recommendations of either adding or restoring the grade or adding an extra year to basic education have been put forward. According to the different survey of the curriculum: Monroe survey (1925): secondary education did not prepare for life and recommended training in agriculture, commerce, and industry. Prosser survey (1930): recommended to improve phases of vocational education such as 7thgrade shop work, provincial schools, and practical arts training in the regular high schools, home economics, placement work, gardening, and agricultural education. UNESCO mission survey (1949): recommended the restoration of grade. Education act. Of 1953: under section3, mandates thatâ€Å"[t]he primary course shall be composed off our grades (grades I to IV) and the intermediate course of three grades (grade VTOVII). † Swanson Survey (1960):recommendedtherestorationofgrade7. Presidential Commission To Survey Philippine Education (PCSPE) (1970): high priority be given to the implementation of an11-year program; Recommended program consists of 6 years of compulsory elementary education and 5years of secondary education In one study conducted on the influence of standards on thek+12 teaching and student learning, teachers described in this research were actively pursuing alignment between the content they were teaching (at classroom level, we refer to this as â€Å" teaching curriculum† and the content measured by the various state test. (The Freeman Foundation2006). Based on the k-12 educators study tourprograms funded by theFreeman foundation the overseas programs of the Asian Studies Outreach Program (ASOP) is one element of amulti-pronged, statewide approach to introduce Asian studies in every Vermont school and buildthe leadership needed to support this goal. The overseas program for teachers, the equivalent of a three-hour graduate level course, places a heavy emphasis on content relevant to both the travelexperience and teachers’ curriculum. The program aims to: †¢ increase teachers’ awareness/cultural sensitivity and teachers’ comfort level in teaching about Asia through direct experiences with Asian people, history, and culture; †¢ enhance the quality of teachers’ classroom instruction through increased knowledge ofAsia; †¢ encourage curriculum revision to build a sustained cross-discipline presence for Asia in grades K-12; and †¢ build the capacity of teachers to lead the efforts to include Asia in the curriculum. In selecting participants, ASOP considers areas of the state where participation in the overseas program could introduce or strengthen Asian studies. In addition, ASOP looks at the level ofadministrative commitment and the availability of teams of teachers from a school or district. CHAPTER III RESEARCH METHODOLOGY This study will use the descriptive survey method appropriate for profiling the variables of this research. Research Environment As one of the municipalities of Surigao Del Sur, Cantilan is located in the Northeastern area of Mindanao and part of the CARAGA region. it has a qite large and plain are about 10,575 sq. km. facing the pacific ocean on theeasternpart. almost40,000 people comprises the 17 barangays in which the livelihood is mostly derived from agriculture, aquaculture and income of the professionals . as theoldesttownintheprovince of surigao del sur it is the cradle of all the five municipalities. Being centered in education, Cantilan has a lot of schools to be proud of. Among of this are the Madrid National High School-Union Annex,Surigao Del Sur State University and Cantilan National High School. Although Sdssu-Cantilan concentrate for the tertiary education yet it offers a secondary in which they called as the laboratory high school with its limits to100students as of scoolyear2012-2013. on the other hand,thecantialn national high school offers 3 curriculum the ESEP,SPA,and RBEC with 2000 students as its latest enrollees . as an institution of higher learning ,both the schools are known in uplifting a quality education and promoting the growth and development of the students inconsonance with the national development towards quality education. Fig. 2 presents the map of Surigaodel Sur where Municipality of Cantilan is located. Research Design This is a descriptive evaluative or assessment study appropriate for profiling the variables of research which intends to know the level of awareness among parents of the Grade -7 students under K-12 program of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University- Laboratory High School. The data that to be gathered will be recorded, organized, and interrupted in view of the objectives set in the study. Research Respondent This study is confined to all the parents of grade-7 students in Madrid National High School- Union Annex, Surigao del Sur State University-Laboratory High School and Cantilan National High School in the school year 2012-2013. Table 1. Distribution Of The Respondents School Number of grade 7 parents/guardians Number of respondents MNHS-UA 23 11 SDSSU-Lab. H. S. 24 12 CNHS 40 20 TOTAL 87 43 Research Instruments A self made questionnaire is purposely made for the study. It contains two parts. The first part contains the Profile of the parents. These include the name, age, educational attainment, occupation, and monthly income. The second part contains the different questions with regards to the k+12 program. Research Procedures Gathering of Data. The questionnaires will be given to the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University. Statistical Treatment. The following formulas will be used in this study: 1. Weighted Mean This is used to determine the Socio-Demographic Profile of the parents interms of age, educational attainment and occupation. Likewise, weighted mean is to be applied to determine the acceptability of the k+12 program among the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University. 2. Simple Percentage Computation This is used to determine the percentage of the respondents. 3. Pearson Chi-Square This is used to determine if there is a significant relationship of the respondent’s socio-demographic profile and the extent of awareness of the k+12 curriculum. CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents, analyzes and interprets the data gathered from the questionnaire to the concerned respondents. This chapter shows the significant relationship between the socio-demographic profile of the respondents and the extent of awareness of the k-12 curriculum. Relationship Between The Socio-Demographic Profile Of The Respondents And The Extent Of Awareness Of The K-12 Curriculum This section analyzes the result of the respondents’ socio-demographic profile and the extent of awareness of the k-12 curriculum. TABLE 2:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 12. 481 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 14. 336 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 8. 568 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 8. 881 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 6. 790 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 7. 830 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 6. 567 MEAN 9. 3504 X2; DF= 6 12. 592 The table shows the computed X2 in every features of k-12 curriculum in terms of age. The degrees of freedom is 6 and the mean of the computed X2 is 9. 3504, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 3:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Assessment of the Curriculum The table shows the computed X2 in every parts of the assessment of the curriculum in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 9. 7606, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 4:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Advantages/Benefits of the K+12 Curriculum to the Students The table shows the computed X2 in every advantages to the students in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 8. 6699, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students. TABLE 5: Relationship of respondent’s sex and extent of awareness in terms of the features of the k+12 curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 5. 239 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 4. 143 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 6. 131 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 1. 325 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 2. 168 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 3. 503 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 1. 946 MEAN 3. 4936 X2; df= 2 5. 991 The table shows the computed X2 in every features of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 3. 4936, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 6:Relationship of respondent’s sex and extent of awareness in terms of the assessment of the curriculum Assessment Of The Curriculum X2 a. Focused on the learner’s acquisition of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 0. 157 b. Has balanced assessment program. 5. 454 c. Promotion and retention of the students shall be by subject. 0. 530 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 0. 293 e. The performance of students shall be described in the report card based on the following levels of proficiency: B, D, AP, P, A not their equivalent numerical values. 3. 345 MEAN 1. 9558 X2; df= 2 5. 991 The table shows the computed X2 in every assessment of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 1. 9558, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 7:Relationship of respondent’s sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students The table shows the computed X2 in every advantages to the students in terms of sex. The degrees of freedom is 2 and the mean of the computed X2 is 7. 0027, since the mean computed value is greater than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. TABLE 8: Relationship of Respondent’s Educational Attainment and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 27. 967 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 38. 701 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 26. 768 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 17. 201 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 26. 446 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 16. 845 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 24. 094 MEAN 25. 4317 X2; DF= 8 15. 507 The table shows the computed X2 in every features of the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 25. 4317, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 9:Relationship Of Respondent’s Educational Attainment And Extent Of Awareness In Terms Of The Assessment Of The Curriculum Assessment Of The Curriculum X2 a. Focused on the learner’s acquisition of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 28. 956 b. Has balanced assessment program. 28. 448 c. Promotion and retention of the students shall be by subject. 8. 995 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 23. 507 e. The performance of students shall be described in the report card based on the following levels of proficiency: B, D, AP, P, A not their equivalent numerical values. 19. 981 MEAN 21. 9774 X2; df= 8 15. 507 The table shows the computed X2 in every assessment in the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 21. 9772, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 10: Relationship Of Respondent’s Educational Attainment And Extent Of Awareness In Terms of the Advantages/Benefits Of The K+12 Curriculum To The Students Advantages/Benefits Of The K+12 Curriculum To The Students X2 a. More emotionally mature, socially aware and Pro-active. 18. 995 b. Acquire mastery of basic competencies. 25. 042 c. Be legally employable with potential for better earnings. 21. 290 d. Students will possess competencies and skills relevant to the job market 13. 974 e. Be globally competitive. 20. 517 f. Every graduate of the enhanced K+12 Basic Education program will be empowered to learn through the program that is rooted on sound educational principles and geared towards excellence and the foundations for learning throughout life. 49. 488 g. Students will be able to prepare their own business for their future. 40. 415 h. Senior High School students will be given an opportunity to do OJT (On the Job Training), internship or apprenticeship 23. 504 i. After graduating Senior High School, graduates will be able to work immediately, even before or without seeking college degree because students will have not only a high school diploma needed for further studies, but also 1 or more certificates needed for immediate employment. 24. 652 MEAN 26. 4308 X2; DF= 8 15. 507 The table shows the computed X2 in every advantages to the students in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 26. 4308, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary of the entire study that serve as the basis for conclusions and recommendations. This includes the statement of the problem, findings, conclusions and some recommendations of the study. SUMMARY This research study seek to find the level of awareness of the k+12 curriculum among the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The respondents of the study were the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The researchers limit their respondents to 50% of the population from each school. The study made use of the survey method which was appropriate for the profiling and gathering of data. Moreover, the data were interpreted using the mean, simple percentage computation and the Pearson chi-squared test. Findings Based on the analysis of the gathered data, the different findings in this research study are summarized as follows: 1. The relationship of respondent’s age and extent of awareness in terms of the features ofthe k+12 curriculum, since the mean computed value which is 9. 3504 lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 2. The relationship of respondent’s age and extent of awareness in terms of the assessment of the curriculum, since the mean computed value, 9. 7606, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 3. The relationship of respondent’s age and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,8. 6699, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students. 4. The relationship of respondent’s sex and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,3. 4936, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 5. The relationship of respondent’s sex and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,1. 9558, is lesser than x2at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 6. The relationship of respondent’s sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,7. 0027, is greater than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. 7. The relationship of respondent’s educational attainment and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,25. 4317, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 8. The relationship of respondent’s educational attainment and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,21. 9774, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 9. The relationship of respondent’s educational attainment and extent of aware

The Over-diagnosis of ADHD

The Over-diagnosis of ADHD A simple way to describe Attention Deficit Hyperactivity Disorder is that it is a brain based condition where there is an imbalance of the brains chemicals dopamine and noradrenaline, these chemicals being responsible for self-control and slowing down of impulses (Green and Chee, 1997: 3). Because of the slight imbalance of these important chemicals, people with ADHD will experience impulsive, hyperactive behaviour as well as inattentiveness with short term memory and in some cases, learning difficulties. Although doctors and scientists have more information about the causes and treatment of ADHD today, there is an interesting history around this disorder which had many different theories and beliefs. Discovered over one hundred years ago, Attention Deficit Hyperactivity Disorder is not a recent medical discovery. It was first described in about 1902 by George Still, an English paediatrician, who had observed a group of patients and recognised them as being inattentive, over active and suffering from a lack of moral control (Green and Chee, 1997: 10). After George Stills discovery, many controversies followed. It was believed that ADHD was a result of brain damage, but when doctors realised that most children with ADHD had no brain damage, that idea was discarded. ADHD was then called Hyperactive Child Syndrome, where all the focus was on hyperactivity. In addition to this, Dr Ben Feingold researched a link between ones diet and hyperactivity, but this controversy was soon proven to not have much effect. Today, it is known that ADHD is strongly hereditary and is, as mentioned before, believed to be caused by the imbalance of dopamine and noradrenaline chemicals in ones brain. This subtle difference in the brain causes ADHD, as inattentiveness and hyperactivity, and can display itself through a number of different symptoms. There is not one definite test for ADHD, but rather a series of steps to go through which help to make the final conclusion in diagnosing ADHD. As ADHD is a common condition, doctors need to be certain when assessing a child for ADHD. Some simple symptoms of the disorder are; disorganisation, restlessness, fidgeting, clumsiness, forgetfulness and being easily distracted. Although every person does experience at least one or more of these symptoms, it does not necessarily mean that they have ADHD. People with ADHD will experience these symptoms, but at a far greater level of severity than those without the disorder would, and with negative outcomes because of the severity (Green and Chee, 1997; 227).Therefore, focusing on the simple symptoms of ADHD is what often leads to an over diagnosis of the disorder, such as if a child has a lot of energy and doesnt like to sit still, the child may just be an active child and will not necessarily have ADHD. As Dr Sam Goldstein says, just as not every sneeze is indicative of a cold, so too not every restless, impulsive and inattentive behaviour is indicative of ADHD. (Goldstein, 2004: 7) shows how easily one can confuse normal behaviours with the simple ADHD behaviours, leading to an overdiagnosis of the disorder. When observing a child for ADHD, tests must be done and observations will be made according to the DSM-IV criteria to make a correct diagnosis of ADHD. There are two main features of ADHD, these being inattention and hyperactivity-impulsivity. Under each feature there are diagnostic criteria which need to be addressed when assessing a child who possibly has ADHD. These criteria are called DSM-IV, which stands for Diagnostic and Statistical Manual of Mental Disorders, fourth addition. Under the inattention feature, DSM-IV symptoms include; not paying attention to detail, difficulty focusing and keeping attention on tasks, not listening or following instructions, poor organisational skills, being easily distracted, very forgetful and often losing important items. The hyperactivity-impulsivity feature is arranged under two different subheadings but these are both very closely linked. Hyperactivity DSM-IV symptoms include fidgeting with hands and feet, often leaving ones seat, excessive running and climbing in inappropriate situations, difficulty engaging quietly in relaxing activities, always has endless energy and talks excessively. T he impulsivity criteria include blurting out answers, difficulty being patient and interrupting and intruding on others. Using these criteria, further steps are then taken to make a diagnosis of ADHD. When making the diagnosis of ADHD, there are a number of steps to follow to make sure of an accurate diagnosis. Dr Christopher Green (1997: 61) states that there are four simple steps to diagnosis; firstly to look for alarm signals any behaviours or symptoms that could indicate ADHD. Secondly, to exclude ADHD lookalikes- the behaviours or disorders that are often confused with ADHD. Thirdly, to use objective pointers towards the diagnosis, such as tests and questionnaires, and lastly, to take a detailed history of the child being assessed and link it to ADHD subtleties, discover if the child had any noticeable signs of ADHD growing up. The DSM-IV criteria to determine ADHD can only be used to make a diagnosis if six or more of the symptoms under each subheading (inattention, hyperactivity and impulsivity) are experienced or displayed consistently for six or more months, and are not at an age-appropriate developmental level. From this observation, a series of tests will be done to he lp make the diagnosis. Children believed to have ADHD must take a series of tests once the DSM-IV criteria have been observed appropriately, starting with the standard intelligence test. The standard intelligence test will then be followed by specialised subject tests, for example maths, reading and writing, just to name a few. These tests will be monitored by a psychologist who will observe restless or inattentive behaviour. This observation can sometimes be misleading though, as some children are able to focus in a quiet environment, but cannot focus in a noisy classroom environment (Green and Chee, 1997: 67). After ADHD has been identified from this test, children will take a test of attention and persistence to indicate the main areas of weakness caused by ADHD. This final test will help make the final diagnosis of ADHD and will help indicate the right medication to give. Although these tests are the most accurate in diagnosing ADHD, there is still some controversy around whether ADHD is in fact being overdiagnosed. There is a common belief that ADHD is over diagnosed (Sciutto and Eisenberg, 2007: 106). For ADHD to be classified as overdiagnosed the number of false positives, people diagnosed with ADHD who should not be, must be far more than the number of false negatives, people with ADHD who are left undiagnosed and untreated. ADHD is one of the most common childhood disorders (Sciutto and Eisenberg, 2007: 106),with three to seven percent of school children meeting the ADHD criteria. A CNN online poll in 2002 showed that seventy six percent of the people who responded to the poll believed that ADHD is an over diagnosed disorder (Sciutto and Eisenberg, 2007: 106). A recent study in 2007 (Sciutto and Eisenberg, 2007: 108,109) focused on looking at evidence for and against the overdiagnosis of ADHD. An area of this study looked at factors that could contribute to a false diagnosis of ADHD, the first factor being comorbidity, many children diagnosed with ADHD also meet the criteria for another psy chiatric disorder and these symptoms overlap with ADHD symptoms, therefore resulting in an incorrect diagnosis. Another factor is diagnostic inaccuracy. Many children are given a diagnosis of ADHD after an initial, brief assessment, but then when evaluated properly on a second occasion, only a few children are given a final and accurate diagnosis of ADHD. A reason for this diagnostic inaccuracy is that some psychologists do not follow the correct diagnostic program and only briefly take in to account the DSM-IV criteria. The other area of this study focused on factors that could contribute to false negatives in ADHD, people with ADHD who are undiagnosed and untreated for it. The key area was aimed at gender differences, which showed that girls with ADHD are more commonly under diagnosed. The reason for this is because girls with ADHD are more likely to internalize their symptoms and are less hyperactive and disruptive but struggle more with inattentiveness. The conclusion of this st udy showed that there is not enough evidence to claim that ADHD is overdiagnosed, so is therefore not classified as overdiagnosed. Although this is just one study, there are other controversies around if ADHD is over diagnosed or under diagnosed and this applies to both children and adults. In earlier years, research shows that ADHD was mostly found in children but more recent studies show that adults can suffer from the disorder too. One of the most common statements made about ADHD is that children with ADHD will outgrow the disorder by the time they reach adulthood. But most children do not outgrow their ADHD (Marsh and Wolfe, 2007/2010: 136). Although the symptoms and signs may be worse as young children and then lessen with age, they do not disappear completely (Green and Chee, 1997: 192). In some cases noticeable signs of ADHD may be present during infancy, however one cannot be certain as there are no valid methods of identifying ADHD before the age of about three years old. Symptoms often become more evident as children move into preschool, at about three or four years old. These include acting without thinking, working and moving fast, roaming around and disrupting other children. If children display these symptoms for one or more years then they will more than likely continue with these difficulties as they grow older. When children move into higher grades at school, inattentive symptoms will start to become more evident. The early grades of junior school are the most common years in which diagnosis of ADHD occurs. The hyperactive behaviours experienced in preschool normally continue for a few years but gradually lessen. As previously mentioned most children with ADHD do not outgrow this disorder, about fifty percent of children display ADHD characteristics into adolescence (Marsh and Wolfe, 2007/2010: 136). In some cases, the problems as a result of ADHD get worse, and most ADHD teenagers present problems in emotional, behavioural and social spheres of development. These problems are often carried on to adulthood and present problems later on in life. The impairments in developmental areas during childhood and adolescence present themselves as problems in adulthood life. Some children can grow out of ADHD, although the majority do not and therefore learn to cope with it as they become older. Some symptoms of ADHD in adults include; restlessness, being easily bored, constantly seeking exhilaration, may experience work difficulties, depression, low self-esteem, substance abuse and personality disorders (Marsh and Wolfe, 2007/2010: 136). Many adults who have ADHD have never been diagnosed with the disorder and consequently feel there is something wrong with them, leading to frustration and additional problems mentioned above. If undiagnosed or left untreated, adults with ADHD will more than likely have negative health and mental problems, work and financial problems and relationship stability problems (Smith and Segal, 2012). There is still on-going research around the controversy about ADHD in adults. There are a number of ways for people with ADHD, both adults and children, to help deal with the disorder, which leads to the next controversy how to treat ADHD. There is no cure for ADHD; however there are various approaches to treating people with the disorder which enables them to live an easier life (Mash and Wolfe, 2010: 149). Although highly controversial, stimulant medication proves to be the most common way of treating ADHD (Robinson, Smith, Segal and Ramsey, 2012) and as it was the first type of medication to treat children with ADHD, it is the most trusted (Barlow and Durand, 2012: 490). Two stimulants are proven to be the most common and effective, one being Methylphenidate, for example Ritalin and Concerta, and the other being Dexamphetamine. Stimulants, otherwise known as psychostimulant drugs, are effective because they regulate the slight imbalance of dopamine and noradrenaline in an ADHD childs brain. This therefore allows the children to be able to focus on tasks that they could not focus on when untreated and shut out distractions as well as thinking before acting (Green and Chee, 1997: 125). Another positive about stimulant s is that they can be used on children and adults of any age, but should only be used on very young children if extremely necessary (Green and Chee, 1997: 161). Although the proven short term benefits of using psychostimulant drugs are positive such as reducing restlessness and allowing children to listen better, which evidently show the reasons for using these drugs, there are arguments against using the drugs which, for example, arise from the negative side effects which are likely to be experienced when taking the medication. There are many controversies around using psychostimulant drugs to treat ADHD but one of the most understandable reasons for any controversy around using these drugs is because of the negative side effects. These side effects are explained by Eric Mash and David Wolfe as reduced appetite, weight loss, slowing of expected gains in height or weight, increase in heart rate and blood pressure, or problems falling asleep. (Mash and Wolfe, 2010: 144). Comprehending that these are only the proven short term side effects of the drugs, the other controversies arise because there are unknown long term side effects that could be a consequence of using these psychostimulant drugs. A common area of concern for parents and another of the controversies surrounding the use of stimulant medication is the possibility of children becoming addicted to the drugs. Dr Christopher Green and Dr Kit Chee responded to this concern by saying that when a stimulant is effective it brings the child into harsh real ity. No one ever got addicted to reality. (Green and Chee, 1997: 160). This quote gives one an understanding that the possibility of becoming addicted to the stimulant medication is unlikely, but this only refers to the people who are actually prescribed by a doctor to the medication. However these stimulant drugs are becoming increasingly available to the public for anyone to purchase, and in this regard are being used and abused by many adolescents and young adults who do not need the medication, as they help enhance academic performance. In this case, where medication is used when not needed, the topic of addiction becomes a reality (McCarthy, 2010). Even with the negative aspects, psychostimulant drugs still remain the most popular in treating ADHD today. The other medication to take into account when looking at treatments for ADHD is the non-stimulant medication. Although not as commonly used as the psychostimulant drugs are, non-stimulant medication can also be considered for the treatment of ADHD. Often non-stimulant medication is only considered when the stimulant drugs are not effective (Green and Chee, 1997: 125). Atomoxetine, with the brand name Strattera, is the first non-stimulant ADHD treatment drug to be FDA (Food and Drug Administration) approved (Low, 2009). The reasons why many people believe that the non-stimulant medication is better than using psychostimulant medication is because Atomoxetine does have any indications of becoming addictive, whilst many believe that stimulant medication has the characteristic of becoming addictive. It is also believed to have a longer lasting effect than stimulant medication (Low, 2009). The other non-stimulant drug which is commonly used is the tricyclic antidepressant, Tofranil. This medication may be used when the person being treated does not react well to stimulant medication, or has signs of depression combined with ADHD. This non-stimulant medication may take longer to take effect on the patient, but also has a longer lasting effect than stimulant medication does (Low, 2009). Both of these non-stimulant medications have similar side effects, but debatably not as severe as the side effects of stimulant medication. For the majority of people affected with ADHD, non-stimulant medication does not work and they therefore resort to using psychostimulant drugs. Using these psychostimulant drugs, combined with behaviour development, is possibly the most helpful treatment of all. This combined treatment of stimulant medication and behaviour development is known as multimodal treatment. It is believed that before medication is prescribed, therapy and help should be given to the areas in which children with ADHD are struggling. After the weaknesses are found, the family should be educated about ADHD so that they are aware with what they are exposed to and how to deal with tough situations as a result of their child having ADHD when faced with them, such as helping their child work through a task that they are struggling with. Once the ADHD child is getting the help he or she needs, then medication will be prescribed in order to help the child focus (Green and Chee, 1997: 230). The one negative aspect about this progress of treatment is that it is quite expensive and therefore not everyone will be able to benefit from it. With all of the possibilities of treatment taken into account, it is evident to conclude that although highly controversial, psychostimulant d rugs remain the most efficient medication to use when treating children and adults for ADHD. Taking into account all of the controversies surrounding Attention Deficit Hyperactivity Disorder it is clear that there are definite sides to arguments in the areas of diagnostic criteria and whether ADHD is underdiagnosed or overdiagnosed, ADHD in children as well as adults, and the treatment of the disorder. Looking at the diagnostic criteria and studies around overdiagnosis, research confirms my opinion that ADHD is not overdiagnosed, but in some cases it is misdiagnosed as many other psychiatric disorders share the same symptoms as ADHD which leads many people into believing it is overdiagnosed. Researching the occurrence of ADHD in adults as well as children concludes that ADHD in adults is very common, but is not recognised as much as ADHD is in children. Regarding the treatment of ADHD, my side taken in the debate leans towards the use of multimodal treatment, therefore supporting the use of psychostimulant drugs. Research in the area of psychostimulant drugs has shown that t hey have the most effect with helping children and adults focus on tasks and to restrain hyperactive behaviour, without endangering the patients life. Personal experience with psychostimulant drugs also accounts for my reasoning in supporting these drugs for the treatment of ADHD. The controversies surrounding ADHD all have valid points, and each individual has motives to stand behind their belief in a side of an argument. I have looked at all debates around each controversy and made a decision of where I stand based on my views around each controversy, which have been explained above.