Research Paper on Death Penalty

Research Paper on Death Penalty There are vast differences in the way people view the death penalty. Some oppose it and some agree with it. There have been many studies trying to prove or disprove a point regarding the death penalty. Some have regarded the death penalty as a deterrent, and some have regarded it as state sanctioned murder and not civilized. The death penalty has been attributed to societies for hundreds of years. More recently, as we become more civilized, the death penalty has been questioned to be the right step towards justice. During the course of this paper I will review the pros and cons of the use of the death penalty as we, Americans, know it. The death penalty is a highly controversial subject.No one knows who’s right or who’s wrong-it’s fifty percent speculation and fifty percent research. Its just a lot of thoughts and beliefs from people who have contributed to the death penalty hype. Who’s right and who’s wrong? That is the question. First I need to highlight briefly into to the history of the death penalty to fully understand why people feel the way they do about the death penalty. Almost all nations in the world have had the death sentence and had enforced it in many ways. It was used in most cases to punish those who broke the laws or standards that were expected of them. Some of the historical methods of execution were restricted only by one’s imagination-they include flaying or burying alive, boiling in oil, crushing beneath the wheels of vehicles or the feet of elephants, throwing to wild beasts, forcing combat in the arena, blowing from the mouth of a cannon, impaling, piercing with javelins, starving to death, poisoning, strangling, suffocating, drowning, shooting, beheading, and more recently, electrocuting, using the gas chamber, and giving lethal injection (Silverman 73). The ancient societies had some pretty brutal methods that were just plainly inhumane. Fortunately, most of the disgraceful pr actices were largely unknown in Anglo-American tradition. America inherited most of its capital punishment from the United Kingdom or English laws. But not so many generations ago, in both England and America, criminals were occasionally pressed to death, drawn and quartered, and burned at the stake (Isenberg 35). Had any of these punishments survived the eighteenth century, there is little doubted that public reaction would have forced an end to capital punishment long ago (Isenberg 35). Throughout England, the rotting corpses of executed criminals specked the country, which sent out a warning to all those who dare defy the law, or otherwise acted as a deterrent. Executions were always conducted in public and often became the scene of drunken gatherings to witness the execution. It reminds me of all these horrifying blood-ridden movies we watch today. People are drawn to such spectacles, because they are not getting killed. Furthermore, death is one of the great unknowns in all of mankind. Crimes of every description against the state, against the person, against property, against public peace were made punishable by death in early English laws (Isenberg 26). It is somewhat curious that any of these horrendous and inhumane methods of execution survived as long as they did, for the English Bill of Rights of 1689 proscribed â€Å"cruel and unusual punishments† (Isenberg 27). Which is still in use today in the American Constitution. Even with fairly relaxed law enforcement after 1800, between two thousand and three thousand persons were sentenced to death each year from 1805 to 1810 (Isenberg 26). Which is a very large amount even by today’s standards. Furthermore, several decisions, later on in history, handed down by the Supreme Court in the post-World War II years have had a significant affect on the effects of both proponents and opponents of capital punishment. They include Louisiana v. Resweber (1946)- cruelty dealing with humane ways of exec ution, next was the United States v. Jackson (1967)- the provisions that dealt with kidnapping, next was Witherspoon v. Illinois (1968)- determined excluding juries that had a bias towards death penalties being unconstitutional, and finally McGautha v. California (1971)- juries discretion upon the death penalty and the fourteenth amendment’s â€Å"equal protection clause† (Isenberg 23-24). All of these have impacted the nature of the death penalty, as we all know it today in the United States. These have all influenced the way people view the death penalty and help explain why some people oppose it and some impose it. The people who oppose the death penalty have very different reasons than people who agree with it. Those who oppose it feel that no matter how bad of an offense that the criminal has committed, they should not be executed. One argument is that the convicted could be innocent. Once the state kills an innocent person, the effects are irreversible. There have been at least 96 instances since 1973 of wrongfully convicted people set free before the states had a chance to kill them (Internet). If there are 96 cases, caught before they could be sentenced to death, then think about all of the cases that haven’t been caught. DNA evidence has come a long way to help these innocent people to their freedom. The following person is an example of one of those people wrongfully condemned by lack of evidence. â€Å"Nate Walker. In May 1976, Nate was sentenced to life in prison for a 1974 Elizabeth, N.J., kidnapping and rape. Ten years later Nate’s trial prosecutor agreed that Nate Wal ker was an innocent man. A twelve-year-old semen specimen was located and analyzed. It proved that Nate had a different blood type from the real rapist. Nate was officially cleared and freed by the county’s presiding judge. His release won national attention (Dicks 237).† This can only prove that if the state had executed him, or any other case that were similar, the effects would be irreversible. This is among one of the highest regards to the abolitionist movement towards the death penalty. Thousands have been put to death under one government and when another government came in, or new evidence came in, they were proven to be innocent (Dicks 226). The only way to prevent this from happening is to abolish the death penalty altogether. These wrongful convictions clearly occurred due to some ill proper investigating, prejudice, courtroom laziness, or politics. The discrimination that is inescapable in the selection of the few to be killed under our capital punishment la ws is unfortunately of the most irreversible and unacceptable nature (Isenberg 114). Among the more high-powered nations in the world the United States remains the leading advocate of death as a punishment for crime, even though innocent people may have been put to death (Isenberg 117). The abolitionists also assert that the deterrent theory does not actually work. It merely produces a brutalizing effect that says to others that killing is o.k. Since the state has the right to kill, having the death penalty reinforces the perpetrator in that it says it is o.k. to kill when not respected by others. Similar to the state killing, when citizens don’t respect the states laws. It is clear that American prosecutors, judges, and juries are not likely to cause the execution of enough capital offenders to increase the claimed deterrent effect of capital punishment laws or to reduce the â€Å"jackpot† effect of unlikely odds (Isenberg 112). To even approach the number of people to be sentenced to death, to reach the deterrent effect, is unimaginable. Hundreds of thousands, in my opinion, would have to be put to death to reach the deterrent goal. Isenberg believes that, â€Å"most Americans, even those who feel it is necessary, are repelled by capital punishment; the attitude is deeply rooted in our own reverence to live, the Christian belief that man is created in the image of God† (107). So those juries that are commanded to use the death penalty have often acquitted, due to beliefs, or charged the perpetrator with a lesser offense (Isenberg 112). Even though hundreds of thousands go to trial for murder, juries are reluctant to convict. So our system clearly does not even give room for the deterrent effect, which would be hundreds of thousands put to death, to affect the way perpetrators would think before killing. States in the United States that do not use the death penalty usually have lower murder rates than states that do (Internet). For example, between 1945 and 1954, the average murder rate among seven abolitionist states ranged from a high of 1.6 per 100,000 (Iowa) to a low of 1.0 per 100,000 (Rhode Island) (Galliher 209). A closer look shows that murder rates play a contributing role in death penalty arguments across the Un ited States (Galliher 209). An example is, between 1945 and 1955, the states of West Virginia (not yet an abolitionist state) and Michigan had relatively higher murder rates of 5.3 and 4.4 per 100,00 comparatively (Galliher 209). Therefore, reinforcing the fact that the brutalization effect is right. Also, reinforcing theorists saying, â€Å"that executing murderers both legitimates killing as a means of dealing with conflict and also stimulates those who have violent tendencies† (Nathanson 28). So if it doesn’t act as a deterrent, then it comes down to the fact that we are willing to put up with the extermination of human beings as long as we don’t know who they are. Maybe since we are in the television revolution, we should televise it more than the little it is today. There are those that are pro-death penalty advocates. They believe that the death penalty serves as a deterrent. They believe others will see that the offender is getting executed for their heinous crime, and this will deter them from ever committing such an act. They feel that not only is the person who is executed unable to commit another murder, but other potential killers may also be dissuaded from killing (Silverman 46). One scientist concluded that every additional execution prevents about seven or eight people from committing murder (Bender 114). It mainly deters rational calm everyday citizens. Not those who act on emotion or the heat of the moment. One could argue that there are far more rational civilized people in this country than there are emotionally disturbed people. The death penalty works because it instills psychological resistance to the act of murder, not because it offers a rational argument against committing the act at the time that the decision to murder is ma de (Bender 115). So every day citizens have instilled into their heads that it is bad to murder someone. But murders still occur on occasions when people are in an irrational state of mind. Even though a person may be rational one day they could become irrational on another day. The irrational people are mainly at the hands of alcohol and drugs, but there are occasions where unusual circumstances exist. For example, a husband catching his wife in the act of adultery could drive him mentally into a rage and into a very irrational state of mind, which could ultimately lead to murder. But there are also those people who are just straight up mentally disturbed that kill for no reason at all. But for the most part most Americans are rational people who are able to properly control themselves, because of proper patience and problem solving learned through schooling. Most Americans have goals to look forward to in life also. So the death penalty is a deterrent for the most part of society. That’s one reason most drugs (poisons) are illegal in American society, because they tend to cause people to act in an irrational manner. Therefore the greater the punishment, the fewer people will behave in the irrational state of mind, because of the fact that the vast majority of Americans are (most of the time) drug free. So the punishment of death deters their rational minds from the act of committing murder, because (I would like to believe) most Americans are rational, free thinking people. Those who oppose the death penalty can only picture the offender being executed, they do not think about how many innocent people would be killed if there wasn’t a death penalty to act as a deterrent (Bender 118). Another reason pro-death penalty advocates give for their belief is that it serves as retribution, or an eye for an eye. These are the two main types of retribution: revenge, in which the victim gets satisfaction, and â€Å"just deserts†, which the offender should have an obligation to repay society (Silverman 44). An eye for an eye relies on what people deserve for their crime, which determines what kind of punishment they will receive (Nathanson 73). Or in other words we should treat people the way they have treated others. If someone murders someone, then they should be murdered. This type of punishment would not have any prejudice, because they would receive whatever they dished out. It tells us that the punishment is to be identical to the crime (Nathanson 73). Which in a way is a repayment towards the victim’s family, or â€Å"just deserts†. This view of the death penalty wouldn’t rely on a jury to decide what should be done to the offender. Let†™s say the offender was black and raped a white woman, and the jury sentenced them to life in prison. People could say in the same circumstances a white man would only get ten years. But using an eye for an eye, both men would be raped in return. No discrimination. And the same goes for the death penalty, there wouldn’t be no prejudice, it would just simply be â€Å"you kill, you die- end of story†, enough said. Nobody can really prove that any of these views are right or wrong. In my opinion, God should have the final say on life. But on the other hand the offender didn’t let God give the victim an O.K. to die. So who knows what to do? As a society we should determine the fate we have dealt ourselves. We have developed these offender’s, we should therefore deal with them as a society. It is true that the varieties of ways in which men have put one another to death is horrific (Isenberg 35). It is society that should determine if we (as a society) want to be murderers. These offenders, murderers, and killers are a mirror image of our own reflection in society. Two wrongs don’t make a right! You choose! Civilization or Brutalism?

Technology Acceptance factors of Cloud Computing Assignment

Technology Acceptance factors of Cloud Computing - Assignment Example This addition of behavioural taste to information system requires systems to be developed consideration large number of factors that are expected to have direct or indirect impact on human acceptance and usage of technology. For the purpose, different models have been devised highlighting different factors that directly influence the process of technology acceptance and adoption. Some of the models and associated factors are as follow: Technology Acceptance Model is the pioneer in determining the fact that acceptance of system receives direct influence from the motivation level which in turn is influenced by large number of factors in the external environment. TAM 1 has highlighted two factors which are: Perceived usefulness in general is defined as the probability in terms of future or perspective user’s ability that using a new technological system or application will enhance user’s ability to perform better or giving optimum results (Davis, Bagozzi, and Warshaw, 1989). Moreover, users are more likely to adopt those technologies from which there is expectation that it will increase their performances in terms of carrying out work in their walks of life. Perceived ease of use is another factor that affects the use of technology in teaching and learning environments (Davis, 1989). It deals with the future user’s perception or an expectation that his desired targeted system is likely to be free from efforts and hassles (King and Re, 2006). It is usually defined as the ability of an individual in order to carry out some work or taking some decision is mainly influenced by others (in general people who are closer to him). Or in other words the action or decision that particular individual opt to take because of his perception of what other people might think of him is called subjective norm (Fishbein and Ajzen 1975, p.

Project goals, scope, limitations and conclusion Assignment

Project goals, scope, limitations and conclusion - Assignment Example Customer desires and preferences keep on changing with stiff competition due to new players who are entering the industry every time. There are government policies and regulations regarding the sell and distribution of chemicals in the respective countries that may slow down the expansion of the project. Rigorous environmental conditions in many countries are increasing both the cost and speedy development and distribution of new improved chemicals in the market. In many cases, obtaining the license for the supply of a new product is difficult. There is a serious challenge in supplying low volumes of products with diverse customer requirements in the market. Mostly, it is necessary to make delivery ranging from mass wagonloads to periodical shipment of a few barrels. The most important factor that requires more consideration in the success of the business is the efficiency in the supply and distribution of the products. The management must demonstrate and prove to customers that of all the various suppliers and distributors in the industry they are the best and need credit and honor. This therefore means coming up with better techniques in order to uniquely define the mode of service delivery, which will help create a difference between the business and other players. Efficient service delivery will also help in building customer loyalty as well as attracting new others when they notice the benefits of choosing the organization as their supplier. To achieve high efficiency the most important area that require attention is the delivery schedule. The organization must be able to supply the right product, at the right place and within the stipulated time without delay. Delays will interfere with the customer’s working schedule and this will cultivate negative feelings about the reliability of the firm in supplying the products. Another area is safety of all the parties involved ranging from

Policy Implementation Paper_303 Essay Example | Topics and Well Written Essays - 250 words

Policy Implementation Paper_303 - Essay Example The Head Start program is no exemption to this. This program tries to reach nearly every deprived American, especially children (Horn, 2010). Even though, the United States has a vast number of resources, it also has other matters to attend to. Hence, this limits the amount of funds that could be used in the programs. Also, there is limited financial aid to the Head Start program from other nations such as the UK, and this, as expected, limits the funds of the program (Horn, 2010). The Head Start program also faces human capital issues. This mainly refers to persons who are responsible for implementing the program or doing the ground work. For instance, getting individuals who are ready to volunteer as teachers or part-time parents is a difficult task (Horn, 2010). Finally, it also has been a difficult task of implementing the program across various cultures across America. Some cultures do not welcome the program as the government expects. This makes it extremely hard for the program to assist those who it intended to

Ocean city and Clearwater beach Essay Example for Free

Ocean city and Clearwater beach Essay One of the great things about summer is going to the beaches. Over the past ten years my family and I have had the pleasure of heading up to Ocean City Maryland on the eastern shore. The beach there is an excellent place for the family to get together and have fun. The sand at Ocean City is an off white color and warm to the touch and the water with its bluish green color feels cool on your skin. Ocean City has one of the largest boardwalks on the east coast with its many shops, stores, and restaurants it attracts families from all around the world. Ocean city also has a great amusement park for all the kids at heart and for all the true little people. However, At times it does tend to get a bit crowed but that’s half the fun of going to the beach the sights, sounds, the smells, and the many different types of people all enjoying themselves. A few years ago we did happen to change up a bit and headed down to Clearwater Florida for a short vacation the beach in Clearwater is also a very nice beach the sand there is a pure white color and feels so cool on your feet as you walk upon it, and the water is a very clean clear light blue, and very warm as you wad though it. You can even see your feet as small fish move around you Clearwater beach doesn’t have a boardwalk, but it does have the many restaurants and shops to visit. I did notice that Clearwater beach seems to be more geared to the young professional type people. There isn’t an amusement park for the kids and it didn’t seem like many families were there. The time that I spent there it never seemed to get crowded at all, but that was fine because it was relaxing and a nice change of pace. I would recommend both beaches to anyone that wants to get away for a good time, good people and a change of the norm.

Bee start up kits :: essays research papers

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Experiences of Families of Child/Children

The researcher wants to know the struggles, trials, loopholes and problems that families experience and encounter with regards to their child with the case of Emotional Disorder. The researcher notice that this disorder has different categories and types, and it is according to the type and level of severity. i. e. Bi polar syndrome, oppositional defiant, anxiety disorder and the obsessive compulsive disorder. These four kinds are also iincluded in the two major types of the disorder, the externalizing or what we call acting out, and the internalizing which we call acting in.In addition the researcher wants to know how the families of these children handle the situation of their kids. The hurdles and the trials that they are facing as they continually experience the problems that this disability brought not only to the child, but also in their families. The researcher also want to find some ways to help the families of these children on how to prevent or to help their children to go out in this battle of disability, what supports, interventions, treatment and other related services that will really help them to intervene the disability.The researcher believes that different psychological treatment will prevent the disorder to be broad to the children and it will lessen the different problems and factors that will trigger the disability to become more active. More so, families of these children can be also a big help to prevent the disability that their son or daughter is experiencing. This research will help us see the problems and experiences of the families who has a member with emotional behavioral disorder, and how wee can prevent this disability. B. Conceptual FrameworkChild/ Children with Emotional Bbehavioral Disorder ( EBD) Problems and Interventions vv Families and Society * Insults * Teasing * Neglect * Rude comments * Offensive remarks v The paradigm discusses the experiences and effects of Child/children with Emotional Bbehavioral Disorder to the fa mily and society where they belong. The problems encountered by these children, and the possible interventions that could be made to help families with this kind of disorder. C. Statement of the Problem 1. What is Emotional Bbehavioral Disorder? 2.What are the effects of Emotional Bbehavioral Disorder to growing child/children to the family/society where he/she belong/s 3. What are the possible interventions to be made in order to help families with Child/children with Emotional Bbehavioral Disorder. D. Hypotheses 1. Null hypothesis – There is no great impact and problem on the family and society of children with emotional behavioral disorder. 2. Operational Hypothesis – There is a great impact and problem on the family and society of children with emotional behavioral disorder. E. Significance of the studyThis study will focus on the experiences of families of child/children with emotional behavioral disorder; it will focus to the different experiences that emerge to their family, the life, the different situations and events happening to their child/children. And as parent's, what are the things that they consider, what are the preventions that they made in order for their child/children to act in manner that will give them satisfaction. This study would help the following: * To the parent's/families, they would greatly understand that having a child with Emotional Bbehavioral is not a problem, instead it is a test of patience.They will help them understand the difference of their child so they can do interventions and could give support to them. * To all the sstudents taking SPED, so they would greatly understand on how to handle situations, and could show more patience, love and understanding to children with Emotional Disorder. , that the existence of these children makes their profession and job worthwhile. * To educators, so that they would greatly appreciate dealing with Child/children with Emotional Bbehavioral Disorder. To the governmen t, so they would probably make government programs to help families of child/children with Emotional Bbehavioral Disorder. F. Scope and Delimitations The researcher will conduct interviews to the different families who have a childchildren with emotional behavioral disorder. The researcher will prepare 20 survey questions for the 25 respondents. The researcher will use the descriptive survey. Questions will focus for what are the difficulties, what are the struggles and what are the advantages and disadvantages.These following questions will help the researcher to know what the problems that the parent's are facing and experiencing. G. Definition of Terms 1. Emotional Bbehavioral Disorder – a condition exhibiting one or more of the following characteristics over a long period of time and to mark a degree, which adversely affects educational performance. 2. Internalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, internalizing behav ior mearns that it acts in, examples are: anxiety, fearfulness, withdrawal and other indications of an individual’s mood or internal state. . Externalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, externalizing behavior mearns acting out examples are: aggressive, disruptive behavior and directed toward others. 4. Oppositional Defiant Disorder – it go against in every situation. 5. Conduct Disorder – the mod and the attitude is persistent. 6. Obsessive Compulsive Disorder – it is an anxiety disorder, fearful of rejection. 7. Bipolar Disorder – it mearns that the mood has its episodes; it goes to positive to negative, and even vice versa.Chapter II REVIEW OF RELATED LITERATURE Characteristics of sstudents with Emotional Bbehavioral Disorder Children with emotional behavioral disorder are not a new problem in our society. It happens most of time among children during the pre-adolescent and adolescent age. There are countless victims of this kind of aggression and some people believe that this problem is a serious problem with long lasting consequences, not only to the children with Emotional Bbehavioral Disorder, but also to the families in which these children belong. https://donemyessay.com/early-childhood-four-types-of-aggression/Compared with sstudents who have other educational disabilities, sstudents with Emotional Bbehavioral Disorder experience the lowest levels of academic success. A total of 51% of those identified with Emotional Bbehavioral Disorder drop out of school (U. S. Department of Education, 2002), and only one in five will attend a postsecondary school (Wagner, Kutash, Duchnowski, Epstein, ; Sumi, 2005). After high school, people with Emotional Bbehavioral Disorder experience instability in employment and challenges with their mental health.Social alienation for sstudents is highly related to anxiety, depression, and conduct problems, and sstudents who are at risk for Emotional Bbehavioral Disorder may be seen as lonely, unlikable, provoking, and lacking in social competency. These negative characteristics and outcomes may be avoided or minimized with early identification and intervention. Internalizing and Externalizing Bbehavi ors Emotional Bbehavioral Disorder is often identified in internalizing or externalizing categories.Internalizing behaviors are associated with problematic internal feelings, such as anxiety, sadness, reticence, fearfulness, and oversensitivity. Sstudents with externalizing behaviors tend to show outward behavioral problems that include aggression, unruliness, forcefulness, and oppositional behaviors. A few sstudents may display both internalizing and externalizing behaviors (e. g. , a student with aggressive behaviors who also displays some depressive or anxious feelings), but usually sstudents can be identified as primarily externalizing or internalizing.Screening for both internalizing and externalizing behaviors is important because sstudents with internalizing problems are easily overlooked: they typically create few discipline problems and maintain good grades, although some may have attendance problems. Teachers who are aware of sstudents who are withdrawn, anxious, fearful, and unassertive can help school teams identify them so that early interventions can be put in place. Sstudents with externalizing tendencies are more readily noticed by teachers.Such behaviors as getting out of one’s seat, provoking peers, acting aggressive and refusing to stay on task occur frequently in sstudents with Emotional Bbehavioral Disorder, and those behaviors often require the teacher’s attention or disciplinary actions. Sstudents with Emotional Bbehavioral Disorder tend to have high numbers of office referrals for behavioral offenses. Sstudents who commit one to three behavioral offenses in sixth grade are more likely to have continued behavior problems in eighth grade and are less likely to be on track for high school graduation (Tobin ; Sugai, 1999).Gender Issues Most sstudents identified as at risk for or as having Emotional Bbehavioral Disorder are male. Surprisingly this prevalence occurs in both the external and internal categories, although male sst udents are more likely to display external behaviors than internal ones. This may be seen when adolescent males express depressive feelings externally through negative interpersonal interactions. Females are identified as being at risk less frequently, but when they are identified, they are more commonly identified as internalizes.Because males are much more likely to be identified as Emotional Bbehavioral Disorder or as at risk for Emotional Bbehavioral Disorder, teachers and administrators must be sure that they are not overlooking the needs and behaviors of adolescent females in the screening process (Young, Sabbah, Young, Reiser, ; Rich-ardson, 2010). Environmental Factors Teachers often notice environmental factors. When sstudents appear hungry or tired, teachers may view them as being at risk. In addition, teachers notice sstudents who appear to have less-involved parent's or familial stress.One group of researchers determined that nontraditional family structure, low socioeco nomic status, multiple school changes, urban school atmosphere, and paren'tal dissatisfaction with the school were all predictors of school exclusion (expulsions and suspensions) for sstudents with Emotional Bbehavioral Disorder (Achilles, McLaughlin, ; Croninger, 2007). Those findings suggest that heightened EBD indicators as measured by school exclusion may be influenced by a student’s environment. Quality of life issues or other environmental factors may influence the manifestation of.Emotional Bbehavioral Disorder When sstudents completed a quality of life survey, those identified as having Emotional Bbehavioral Disorder demonstrated lower feelings of self competence and reported negative relationships with others. These quality of life scores did not differ significantly across ages or between the sexes of sstudents with Emotional Bbehavioral Disorder. (Sacks ; Kern, 2008). Practical Issues School teams should determine who might manage the screening process and summariz e its results. Further, schools should also consider what resources are available for intervention.If they have inadequate resources, screening may be inadvisable; identifying sstudents who are at risk but not providing the reasonable interventions could be considered an impractical and inappropriate use of resources. Another important issue to consider is what permissions are needed to conduct school wide screening. Typically parent's must grant permission for their child to complete a survey or any type of measure that could identify him or her as being at risk. But if a teacher completes a measure, such as a teacher nomination form, it could be considered a typical Child Find aactivity—a normal educational process.If the teacher completes an individualized form (i. e. , the SDQ or BASC-2 BESS) for all sstudents, paren'tal permission is probably needed. Consulting with district administrators and attorneys about this issue is prudent. Confidentiality, including how the data will be stored and who will have access to the data, must be discussed before screening takes place (Young, Caldarella, Richardson, ; Young, in press). Chapter III Methodology This research uses student-made questionnaire. The research is purely a descriptive research with 20 respondents chosen randomly.The data gathered are tabulated and analyzed by finding its frequency ppercentage. A. ResearchMethod/ Design This research employs descriptive method of research. Descriptive method is used in order to find facts about Emotional Bbehavioral Disorder which is adequate in this research. The method of collecting data was the normative survey, which is looking to the commonality of the responses of the respondents using the student-made questionnaire, prepared and made by the researcher. B. Subject/Respondents/ParticipantsThis research uses 20 respondents taken from the population or families of Barangay DBB-1, Barangay DBB-F ( City of Dasmarinas) and families from Anabu II-F, City of I mus. The respondents of the study were chosen randomly. C. Statistical Tools/ Treatment/Instruments The instrument used to collect data was the questionnaire. For validation purposes the questionnaire was distributed to the twenty respondents for them to fill up. The respondents were chosen randomly. The data are collected or gathered, tabulated and analyzed by finding the mean and frequency.In analyzing the data, the researcher used the Frequency Ppercentage . Using the frequency ppercentage, the researcher will be able to determine the most number of occurrences in a certain aspect of research. D. Data Analysis The data in this research were analyzed using the following treatments: Frequency and Ppercentage. The frequency of particular observation is the number of times the observation occurs in the data. The frequency of each value or class interval is expressed as a ppercentage of the total number of observations. A ppercentage is a way of expressing a number as fraction of 100.