The Advantages of Essay Topics about Literature

<h1> The Advantages of Essay Topics about Literature </h1> <p>Some people live their lives dependent on their religion despite the fact that others don't figure you should calculate that dynamic with respect to deciding standards for everyone. In each country, they comply with legitimate laws. You will be unable to find numerous books which don't manage passing in some way or another or another. Clearly, you can pick simply a solitary book, a great deal of them merit a selective research. </p> <p>Education researchers are constantly advancing the way that they consider how we realize and what's instructed. It is a smart thought to forestall contention article points on moral issues since they don't bolster consistent conversation. Contentious exposition points are so significant since they are debatableand it's basic to consistently be basically mulling over our general surroundings. Late contentious exposition themes that are identified with society is going to do.</p> <p>The unique thought of composing the theory is to gracefully the peruser with an outline that is general and at the indistinguishable time locks in. Thus, it's a noteworthy establishment for grouped epic stories! Indian epic verse isn't, really, the most established verse on earth, in light of the fact that there's proof of more established verse that was not appropriately archived. To make a phenomenal factious exposition the understudies initially should examine a few sides of the contention, permitting them to make an informed position. </p> <h2>Essay Topics about Literature - Overview </h2> <p>Shock Literature isn't generally Literature in the authentic sense and shouldn't be given genuine thought for a type. MP3 music should be free. Composing the specific first draft 7. Audit the current Literature inclinations. </p> <p>Morality has an assortment of unsolved issues, the arrangement on which for the most part presents a choice. Exposit ion composing arrangements can without much of a stretch be reachable on the web. Change them as per your requirements.</p> <p>Furthermore, there are various contemplations to make sure to have the option to pick a satisfactory heading. You will be encircled by composing experts all through the arrangement of request position, and when you pick to buy exposition and select an allotted essayist, things are probably going to get significantly all the more energizing. It is conceivable to likewise offer the review to some other man or lady to encounter the activity. Maybe you figured it will be easy to choose a theme without anyone else, however in all actuality you can wind up sitting with a clear paper for various hours. </p> <p>Literature exposition subjects permit you to limit back on a definite thought or detail, it's imperative to pick the paper themes you're keen on. At our paper help, papers are constantly conveyed in a concise second. An exposition was characterized in a collection of means. Composing an article is a challenging work, so should you need some exposition making help initially out of all the you need to peruse our incredible proposals on paper composing. </p> <p>You may likewise underline the book or piece that you intend to adapt to. The choice of the exposition should be firm and summarize the full article. Be mindful to the size it must be and start composing the story exposition plot. It is essential to spread out statements accurately in light of the fact that it shows you're proficient of what you're doing. </p> <h2>The Benefits of Essay Topics about Literature </h2> <p>At times you may require some master help with pugnacious exposition points. In this way, the point should be questionable! In the event that you wish to be certain you have a particular theme for your paper, you may glance through the general bearings of our points and chase to learn more on the web. The subject of a post decides the focuses which will be utilized. </p> <p>Life is much better than it was 50 decades prior. Mobile phones shouldn't be utilized while driving. </p> <p>Literature investigation, subsequently, offers you the chance to escape from reality and adventure into a zone that doesn't have any strain and misery. School ought to occur in the nights. Writing is a fundamental segment of a child's training and it should discover more concentration in the study hall. Understudies should be allowed to implore in school. </p>

Phrasebook For Writing Papers and Research in English Free Download

<h1>Phrasebook For Writing Papers and Research in English Free Download</h1><p>You need a phrasebook for composing papers and research in English free download on the off chance that you need to make your own style control. For a large portion of us, style guides are significant, so it's fundamental that you know the best procedures for utilizing them.</p><p></p><p>If you are an understudy, you realize that the paper is the thing that isolates you from your schoolmates. More often than not, the manner in which you present yourself recorded as a hard copy will impact how your exploration resembles. In the event that you need to figure out how to improve your composition, you should exploit a decent phrasebook for composing papers and research in English free download.</p><p></p><p>A all around planned phrasebook for composing papers and research in English free download will show you the essentials of how to compose. Wh en all is said in done, this implies it will give you models on the most proficient method to structure and organization your paper. In spite of the fact that these are immensely significant, we will just concentrate on the initial two in this article.</p><p></p><p>The first thing you have to do is to choose what you have to state. On the off chance that you feel that your paper can be effortlessly comprehended by perusers, at that point it is ideal to separate your contentions into little sentences. In any case, when you are composing a contentious paper, it would be better in the event that you split it up into sections. Despite the fact that it might require some investment, it will assist you with accomplishing an unmistakable and brief method of writing.</p><p></p><p>Once you have chosen what you have to state, you have to settle on what sort of design you will utilize. It will be ideal on the off chance that you utilize an electr onic sort of design, which is basic and simple to follow. Be that as it may, on the off chance that you don't have a PC, it will even now be simpler to peruse your paper on the off chance that you utilize a portion of different methods of introducing it.</p><p></p><p>One of the most ideal approaches to introduce your thoughts in an intriguing and expert manner is to list down your key focuses. Use projectiles or bolts to give your focuses more accentuation. Another choice is to forget about the parts that are not significant, and feature the significant pieces of your paper. A genuine model is to forget about all the parts that can be clarified in a short passage, and feature the areas that can't be clarified at all.</p><p></p><p>Next, you have to compose what you mean, and you have to ensure that your paper is organized appropriately. In the event that you are an understudy, at that point the most ideal approach to do this is to separ ate your thoughts in slug structure, and to record the key purposes of every one. When you have recorded down your key focuses, list down your decision. Ensure that your decision is intriguing and understandable.</p><p></p><p>When you are intending to compose an examination paper, you should realize how to introduce it appropriately. This is the thing that a decent phrasebook for composing papers and research in English free download can instruct you. You can likewise become familiar with some successful procedures on the most proficient method to organize your paper as well.</p>

The Truth About Previous Illinois Essay Topics

<h1>The Truth About Previous Illinois Essay Topics </h1> <h2> New Questions About Previous Illinois Essay Topics </h2> <p>There are a few different ways of composing an article however the crucial structure remains the equivalent. On the off chance that you investigate the life of most of effective individuals inside the world, a great deal of them sharpened their aptitudes in a standard premise, which in the long run lead to their current status as fruitful people. Regardless of the time span you've had open talking occupations, take some time and contribute to build your hot rundown. At the point when you choose this issue and select the situation on which you will base your article, the rest of the activity would then be able to start. </p> <p>There are only a couple of things that characterize whether a paper you're taking a shot at will be a decent one. When picking your point, remember that some are incredibly explicit and others are more extensive. The absolute first thing you should make a superb theory is you should make sense of your most significant contentions, which you've done while taking a shot at your point. Be clear in your contemplations about the point you wish to make. </p> <p>To pick which subject you're probably going to talk about, it's indispensable to see the total assortment of good powerful discourse themes from the exceptional territory of study. Distinctive hugeness of a specific word is reliant upon the gathering of people who utilizes it. From among the enticing discourse themes recorded here, pick the one which you are most all around educated about or ensure you have the time important to look into and set up a broad discourse that covers each feature of the point. Consider a case of how you can better your talking by means of an outline of a solitary change in the way wherein you accept. </p> <p>It's conceivable to consistently give more subtleties once your audience requests more. Pick a Solvable and advantageous Study Problem It is critical to pick an issue that is restricted enough that it is conceivable to address it or unravel it in a reasonable timeframe period. On the off chance that you exploit an inquiry, use the issue then-arrangement group. Try not to spare a moment to contact our office when you have any inquiries in any regard. </p> <p>You need to know all features of money related subjects when you pick them. Without a doubt, with this sort of a monstrous determination of points to choose from, picking only one might be testing. Most issues can have papers on all the previously mentioned questions. Characteristics of a phenomenal influential paper point The theme should be explicit. </p> <p>You may keep on saving your pugnacious papers for your forthcoming activity portfolio in the event that they're exceptionally evaluated. Having chosen an incredible subject to contend about, now you should make a factious paper diagram. Doing this, you'll positively locate your optimal article title effectively and quicker. Now and again it is very hard to form your own subject for paper. </p> <p>Knowledgeable speakers know that the presentation ought to excite intrigue. In this way, the tone that you select to take is significant. Make sense of which of the subjects, you right now have a genuinely decent foundation on which will make it feasible for you to have a relative edge. Understudies in your group might not have any foundation information on this issue you're going to introduce, so progressively far reaching data and clarifications might be vital. </p> <p>Most individuals accept that you ought to have three contentions. Remember that you may find the people having the cash to pay you to talk. There are cases which individuals have varieties with respect to deciphering or offering implications to words. The issue, by the by, is that not all organizations can be depended upon so as to convey quality expositions on schedule so you should be careful in choosing one. </p>

American Political Culture And Its Representation Of...

730003850 1,478 WORDS APURBA CHAKRABORTY American political culture is altogether vast and diversified; however, it retains one singular feature – it is a contradiction. At the core, the majority ideally has subscribed to the values of democracy, equality, individualism, and liberty. Even so, history attests to the fact that bona fide enforcement of such values is not consistent. The nation has simultaneously promoted equality while it denied equality. It has exercised open-mindedness toward other cultures while it rejected aspects of multiculturalism. It has upheld an individual’s right to private property while it used property to evaluate one’s worth. Nonetheless, the nation has maintained the democratic principles†¦show more content†¦Rogers Smith argued in his thesis that the marker of America’s democratic nature as defined by Tocqueville, then reinforced in the writings of Myrdal and Hartz, stemmed from the absence of a European class system coupled with the lack of a hereditary mo narchy (Smith 1993, 549). When held in contrast, this crafted the ostensible image of a remarkably egalitarian nation. Moreover, the prevailing belief at the time was that equality was intrinsic to the white male, thereby establishing the underpinning of the practice of ascriptive hierarchy. As described by Smith, the appeal and endurance in such an inegalitarian tradition existed in aspects that affirmed â€Å"an identity that has inherent and transcendent worth, thanks to nature, history, and God† (550). That is to say, the dilemma throughout history with entirely equitable ideologies takes root in the discontent of these inherently privileged elite being placed on the same plane with those they deem culturally and biologically inferior. Justifications for ascriptive practices have manifested in actions that include discriminatory hiring practices, ill-intended immigration restrictions, disenfranchisement through voting rights, and a doctrine deeming facilities and services as â€Å"separate but equal† (560-61). Such ploys blatantly come into conflict with egalitarian aspects of the nation’s political culture by subjecting select individuals to a substandard caste in American society.

The Biggest Myth About Research Papers on Consumer Behaviour Towards Online Shopping Exposed

<h1> The Biggest Myth About Research Papers on Consumer Behavior Towards Online Shopping Exposed </h1> <h2>The Appeal of Research Papers on Consumer Behavior Towards Online Shopping </h2> <p>Consumer fulfillment is significant component for the web business to remain serious. As an organization proprietor, when you haven't been singed because of your absence of an official concurrence with a client, your day is coming. Our client assistance will readily reveal to you whether there are any uncommon proposals right now, notwithstanding ensure you are getting the absolute best help our organization may convey. By and by an organization is much more than their logo. </p> <p>Drafting an agreement is a lot of tedious work. There is the matter of assessment that all these of us are as yet uneducated about so far. It is conceivable to discover exhortation with respect to subsidizing for your endeavor. Get the proposal of genuine specialists so you co mprehend what activities and the best approach to keep on keeping your independent company and your representatives ensured. </p> <h2> The Nuiances of Research Papers on Consumer Behavior Towards Online Shopping </h2> <p>As an outcome, the web based business is producing higher deals volume. Clients are developing progressively aware of the dangers of taken information from the web. Utilization of business Forecasting. </p> <h2> Why Almost Everything You've Learned About Research Papers on Consumer Behavior Towards Online Shopping Is Wrong </h2> <p>In correlation with ordinary physical shops, web shopping conveys more hazard during the purchase strategy. The following flood of retail will be vanquished by individuals who draw an obvious conclusion from these an assortment of client contact focuses and gracefully a durable encounter that delights customers any place they communicate with a brand. People frequently think the retail shopp ing center is finished, because of ascend in web business. There looks anyway a lessening trust in web shippers. </p> <h2> Research Papers on Consumer Behavior Towards Online Shopping and Research Papers on Consumer Behavior Towards Online Shopping - The Perfect Combination </h2> <p>It is conceivable to likewise get an assortment of limits on our webpage which will assist you with saving some more cash for future requests or anything you need to spend them on. Organizations who need to capitalize on their income development should start with their webpage and enhancing their site to make leads naturally. You must discover how your clients discover your items on the web, and make certain your website is there when they need to buy. Provided that this is true, get your organization its very own site! </p> <h2>If You Read Nothing Else Today, Read This Report on Research Papers on Consumer Behavior Towards Online Shopping </h2> <p>Otherwis e, there's an open door the thing will lose most of its newness during transport. On the off chance that you get a visual thing, make a Pinterest account. The procedure involved structure separate records to manage different pieces of the channel. Your installment data or individual data may effectively be recovered from a database it's put away in by the shop for instance, as we've seen as of late with scarcely any large security breaks. </p> <p>The most dire outcome imaginable is offering the past one in shop just to discover that somebody put in an on-line request for the particular thing. You should push that data forcefully before the purchasers at the particular second their needs are created. Any place you are, at whatever point you need support, paying little mind to what the condition is. The issue is, not every person is skilled in the subject of doing the math and building functional arrangements out of them. </p> <p>There's, plainly, a breaking po int on the assortment of pages even our best authors can create with a squeezing cutoff time, however for the most part, we make sense of how to fulfill all the customers looking for earnest help. It doesn't have any kind of effect to us, regardless of whether you're excessively occupied at work focusing on an energy undertaking, or essentially sick of an apparently endless stream of assignments. Make things one stride at a second, and in this manner you don't discover overpowered and start dropping balls. 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So as to think of a system for the examination shopper conduct it assists with beginning by considering the features which impacts on customer purchasing conduct notwithstanding the improvement of the region of buyer look into and the different ideal models of felt that have affected the control. </p> <h2> Ok, I Think I Understand Research Papers on Consumer Behavior Towards Online Shopping, Now Tell Me About Research Papers on Consumer Behavior Towards Online Shopping! </h2> <p>If you do omnichannel advertising, your client venture is basic since you need to figure out how the entirety of your channels can carry out the responsibility together. It's conceivable to proceed onward to additionally channels the second you see all the more with respect to your items and what sells. Els e, you could test various channels without a moment's delay and locate that first significant switch. 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Productive Article Review Assignments

Productive Article Review AssignmentsIf you are finding yourself working on a project for the first time or need to evaluate the process of what is working, an article review assignment is often one of the best ways to do it. You may be wondering if this type of assignment is something that you can handle well. After all, it may seem like a way to get your hands on the precious topic and work at it for hours to come up with a solid quality piece. After all, when someone is completing articles for writing assignments, they should feel confident about being able to write well in a very short amount of time.There are some basics to keeping up with an article review assignment. First, you need to make sure you don't just head off to the computer and sit down in front of your computer until the assignment has ended. That is not the way things work. You must take time off of work and find the proper way to structure your time so that you can fit it in around your other responsibilities. In addition, there are other aspects of this type of assignment you should consider when doing it.The first aspect to consider is how much time you are actually going to want to put into a review assignment. Too much time spent and you will find yourself getting frustrated. You also do not want to spend too little time on it. This is because you need to be able to give it your full attention in order to get it done properly.The second aspect to take into consideration is whether or not the review assignment will have a deadline. You will need to consider how long it takes to complete the assignment. In many cases, articles for writing assignments will be going out after just a few days. If you do not want to be writing articles for weeks, you may find it to be more suitable to focus on the task for a few days instead.Third, you need to figure out what type of review assignment you are going to want to do. For example, there are many types of review assignments you can work on. Of cour se, you can always select one that is close to your field of expertise. If you are not comfortable writing about cars, you will not want to do the type of review assignment where you review articles about cars.Some areas of the world where review assignments are common include the West and Europe. In most instances, these types of articles are going to be less stressful because there are usually less subject matter and higher quality information to review. Of course, you will still be able to find plenty of items to review and still have a productive day. After all, there is not always an actual deadline for this type of assignment.Fourth, you will need to spend the proper attention on each review assignment. In addition, you will need to be able to give it your all and be able to recognize when you are not completely happy with the finished article. In many cases, you will not be able to get 100% on the article. However, you will want to try to give it your best effort and see how it looks.If you want to be successful in completing review assignments, you should consider these aspects. These are the basic steps that you should follow when working on any assignment. Being able to follow these steps can lead to the proper level of success when working on any type of assignment.

The Depression Level of 4th Year College Students Free Essays

string(29) " a positive outlook in life\." Acknowledgement The researcher proudly acknowledge to the ones who supported this research for making it possible to accomplish this factual research. First of all, the researcher would proudly acknowledge our Almighty God for bestowing us the eternal blessings of knowledge in this research, for securing us from harm at all times and gave us guidance to finish this research. The researcher would also proudly acknowledge our beloved professor Dr. We will write a custom essay sample on The Depression Level of 4th Year College Students or any similar topic only for you Order Now Maria Rosario E. Monce, for giving enough knowledge to perform and finish this research. This research will surely prepare us for the future challenges and it will help us to become a far more responsible and hardworking person. Also, I would also like to give thanks to the 4th year college students of the University of the East for their swift cooperation in answering the researcher’s depression test. DEDICATION The researcher dedicates this study to her beloved family especially to her mom to show her efforts, gratitude, sincerity and most of all her unending love and appreciation for all she have sacrificed for her. To the researcher’s friends who gave support and encouragement. To the researcher’s beloved Professor, Dr. Maria Rosario E. Monce, who taught her how to trust herself and to have a positive outlook in life. You read "The Depression Level of 4th Year College Students" in category "Essay examples" Abstract Research Title:The Depression Level of 4th Year College Students of the University of the East Researcher:Criselle Joy M. Masungsong Degree Granted:Bachelor of Science, Major in Psychology Granting Institution:College of Arts and Sciences, University of the East, Manila Research design:Descriptive Method Respondents:50 4th year college students Statistical Tools Used:T-test for independence samples, Chi-square Summary . The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 2. The year level is all 4th year college students. 3. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 4. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level. The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 5. The Depression level of 4th year college students is 3. 7. It means the respondents have Below Average Depression Level. 6. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 7. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; th e researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 8. The obtained value of 0. 7 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 1. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 2. The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 3. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 4. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. . The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 6. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 lev el of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 1. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 2. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 3. The researcher should study more than just one year level. 4. Look for more studies that are related in the researcher’s topic. 5. Never lose hope. 6. Depression can be fought with a positive outlook in life and control to yourself. Chapter 1 Problem and its Background Introduction Depression has been recognized as a common disease. It  is a state of low mood and aversion to activity that can affect a person’s thoughts, behavior, feelings and physical well-being. Depressed people may feel sad, anxious, empty, hopeless, helpless,  worthless, guilty, irritable, or restless. They may lose interest in activities that once were pleasurable, experience loss of appetite or overeating, or problems concentrating, remembering details or making decisions; and may contemplate or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains or digestive problems that are resistant to treatment may be present. Depression can last for years and can end up people in mental hospitals. Some used to say their depressed but they only feel sad. Too much and too long sadness can become depression. This research will contain factual information regarding the depression degree of people’s current state of adolescence and young adults. At this age is the beginning of difficult and complicated trials anchored with different types of negative elements such as temptation, greed or jealousy in their journey to adulthood, this is also the stage of building one’s selves hidden talent and forging of who they will become in the future. Background of the study The researcher used many sources and books to conclude and finish the study. So many time was given and sleepless nights to endure. Complete understanding was used in the research to have a good result. Depression was called melancholia many years ago. The name was changed and become clinical depression, major depression or simply depression and commonly referred to as major depressive disorder by many health care professionals. There is no single cause for depression. Many factors play a role including genetics, environment, life events, medical conditions, and the way people react to things that happen in their lives. Research shows that depression runs in families and some people inherit genes that make them more likely to get depressed. Not everyone who has the genetic makeup for depression gets depressed, though. Some can get depress even if they don’t have genetic makeup for depression. The death of a family member, friend, or pet can go beyond normal grief and sometimes lead to depression. Other difficult life events, such as when parents divorce, separate, or remarry, can trigger depression. Even events like moving or changing schools can be emotionally challenging enough that a person becomes depressed. For some teens, a negative, stressful, or unhappy family atmosphere can affect their self-esteem and lead to depression. This can also include high-stress living situations such as poverty; homelessness; and violence in the family, relationships, or community. Substance use and abuse also can cause chemical changes in the brain that affect mood — lcohol and some drugs are known to have depressant effects. The negative social and personal consequences of substance abuse also can lead to severe unhappiness and depression. Certain medical conditions can affect hormone balance and therefore have an effect on mood. Some conditions, such as hypothyroidism, are known to cause a depressed mood in some people. When these medical conditions are diagnosed and treated by a doctor, the depression usually disappears. Theoretical Framework The researcher was able to search about Beck’s Depression Inventory (BDI, BDI-II), created by Dr. Aaron T. Beck, is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression. Also, the researcher was able to study about Aaron Beck’s Cognitive Theory of Depression. Different cognitive behavioral theorists have developed their own unique twist on the Cognitive way of thinking. According to Dr. Aaron Beck, negative thoughts, generated by dysfunctional beliefs are typically the primary cause of depressive symptoms. A direct relationship occurs between the amount and severity of someone’s negative thoughts and the severity of their depressive symptoms. In other words, the more negative thoughts you experience, the more depressed you will become. Beck also asserts that there are three main dysfunctional belief themes (or â€Å"schemas†) that dominate depressed people’s thinking: 1) I am defective or inadequate, 2) All of my experiences result in defeats or failures, and 3) The future is hopeless. Together, these three themes are described as the Negative Cognitive Triad. When these beliefs are present in someone’s cognition, depression is very likely to occur (if it has not already occurred). Beck’s main argument was that depression was instituted by one’s view of oneself, instead of one having a negative view of oneself due to depression. This has large social implications of how we as a group perceive each other and relate our dissatisfactions with one another. Abela and D’Alessandro’s (2002) study on college admissions is a good example of this phenomenon. In their study they found that the student’s negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood. The research clearly backed up Beck’s claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the students’ self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. Conceptual Framework InputProcessOutput The diagram shows how the study is being conducted. The 4th year college students are the independent variable and the level of depression is the dependent variable. To determine whether the independent variable really affects the dependent variable, a depression test is processed. Statement of the Problem 1. What is the demographic profile of the respondents according to their: 1. Age; 2. Gender 3. Course/Year? 2. What is the level of depression of the respondents? 1. Is there significant difference between the depression level of male and female adolescents? 2. Is there significant difference between the ages of adolescents in their depression level? 3. Is there significant difference between the year level of adolescents in their depression level? Hypotheses Null: There is no significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is no significant difference between the ages of 4th year college students in their level of depression? There is no significant difference between the year level of 4th year college students in their level of depression? Alternative: There is a significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is a significant difference between the ages of 4th year college students in their level of depression? There is a significant difference between the year level of 4th year college students in their level of depression? Assumption Females are more sensitive than males. Female thinks too much which leads to stress and with prolonged problems and sadness, depression is developed. Male doesn’t think too much about their problems in life. They just play computer games or do their interest to help themselves and make their sadness fade. The researcher will assume that females have higher depression level than males. Significance of the study This study will help to guide the readers on understanding of what is really depression, the main causes of depression especially at their age and understanding the theoretical studies of depression that will broaden the concept of readers regarding the topic of this research. The significance of this study will make a person aware of their Depression level and whether they have low/high depression level. The researcher will help the respondents in improving and knowing what to do for their selves. Scope and Delimitation of the Study This study limits its respondents to 50 4th year college students. These 50 persons are students in University of the East Manila, specifically ranging from age of 18 up to 24 years old. The researcher provided definitions, backgrounds about the study, tests, reasons and preventions, computations and frameworks. Definitions Depression is a state of low mood and aversion to activity that can affect a person’s thoughts, behavior, feelings and physical well-being. Beck’s Depression Inventory is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression. Insomnia (or sleeplessness) is most often defined by an individual’s report of sleeping difficulties Stress It refers to the consequence of the failure of an organism  Ã¢â‚¬â€ human or other animal  Ã¢â‚¬â€ to respond adequately to mental, emotional, or physical demands, whether actual or imagined. Themes (or â€Å"schemas†) are a mental structure that represents some aspect of the world. Chapter 2 REVIEW OF RELATED LITERATURES AND STUDIES According to the article of â€Å"Hopelessness, Family Stress, and Depression among Mexican-Heritage Mothers in the Southwest† made by: Flavio F. Marsiglia, Stephen Kulis, Hilda Garcia Perez, and Monica Bermudez-Parsai Hopelessness is conceptualized as an individual’s negative expectancy regarding the future, and it is characterized by negative emotions, pessimistic expectations, and loss of pleasure in life (Beck. Weissman,Lester, , 1974; Heilemann, Coffey-Love, , 2004). Hopelessness is the expectation that negative outcomes are inevitable or that positive outcomes will not develop. These expectations are paired with the feeling that one cannot do anything to change the future (Abela, Gagnon, Auerbach, 2007). Individuals who are pessimistic about the causes and consequences of events and who tend to ascribe negative self-characteristics after negative events have been found to be more at risk for hopelessness and depression (Brozina Abela, 2006). According to the article of: Wayne Katon, Jurgen Unutzer, and Joan Russo, patients with major depression have a great deal of heterogeneity in the level of depression severity, number of earlier episodes, comorbidity with dysthymia, anxiety disorders, chronic medical disorders and chronic ain, comorbidity with personality disorders and maladaptive coping styles (such as high levels of neuroticism), and socioeconomic status. Chapter 3 RESEARCH METHODOLOGY This chapter shows the information and further make clear of the present study. This part include the research design, the determination of the sample size, sampling design and technique, the description of the subjects, the research instrument, and validation of the instrument, data gathering a nd procedure, data processing method and the statistical treatment of data. RESEARCH DESIGN In this study, the researcher used the descriptive method as the research design to present the study. This method shows the different sides and the nature of the study. The researcher will measure the variables depression level, age, gender and the year level and determine the nature and difference between them. SAMPLING DESIGN AND TECHNIQUE In selecting the respondents of the study, the researcher used the convenience sampling method. The researcher asked the approval of the selected students from 4thy year college students from the University campus. THE SUBJECTS The researcher gathered respondents from 4th year college students of the University of the East to serve as samples in the said study. THE INSTRUMENT OF THE STUDY The instrument used by the researcher was a self-constructed test of Depression test. Table 1 The table shows the level of Depression based on their weighted mean. |Mean Score | Verbal Interpretation | |1. 00-1. 80 |High Depression | |1. 1-2. 60 |Above Average Depression | |2. 61-3. 40 |Average Depression | |3. 41-4. 20 |Below Average Depression | |4. 21-5. 00 |Low Depression | VALIDATION OF THE INSTRUMENT USED The Depression test was face-validated by Dr. Maria Rosario E. Monce and went through several modifications. TREATMENT OF THE DATA 1. The statistical treatment of the data that was used in the study is the percentage, weig Formula for weighted mean: X=? X N Where: ?X= total scoresN= Number of respondents 2. Formula for the computation of t-test for 2 independent samples. t= X1-X2Where: vS1 S2X1 / X2= means of independent samples +N1 / N2= total of samples N1 N2S= standard deviation S=? X12-(? X1)2 + ? X22-(? X2)2d. f. = N1 + N2 – 2 N1 N2 N1+N2-2 3. Formula for Chi square, a test of relationship/difference. X2= (fo-fe)2E= R x Kd. f. = (R-1) (K-1) fe T Where:Where: fo= observed frequencyR= total row scores fe= expected frequencyK= total column scores T= total scores Weighted mean, T-test and Chi-square Chapter 4 Presentation, Analysis and Interpretation of Data The researcher finished the table after gathering all the data needed. These tables show the results and serve as the tool to clearly understand the study. 1. Demographic profile of the respondents according to the following: Table 1. 1 Frequency and Percentage Distribution of the Respondents According to Age Age |Frequency |Percentage | |18 |1 |2% | |19 |16 |32% | |20 |19 |38% | |21 |10 |20% | |22 |1 |2% | |23 |1 |2% | |24 |2 |4% | |Total |50 |100% | The table above shows the age of the respondents ranging 18 to 24 years old, the age that accumulated the largest frequency is the 20 years old which has total 19 and percentage of 38%. Then the lowest frequency is the 18, 22 and 23 years old which has only 1 and percentage of 2%. The other frequency are the 19 years old which has the frequency of 16 and percentage of 32% and the 21 years old which has frequency of 10 and percentage of 20%. Also, the 24 years old this has frequency of 2 and percentage of 4%. The overall frequency is 50 and with the percentage of 100%. Table 1. 2 Frequency and Percentage Distribution of the Respondents According to Gender Gender |Amount |Percentage | |   |   |   | |M |25 |50% | |F |25 |50% | |   |50 |100% | The table above shows the number of female and male respondents. The number of female and male respondents is equal. Table 1. 3 Frequency and Percentage Distribution of the Respondents According to Year/Level |Year/Level |Frequency |Percentage | |Fourth Year |50 |100% | |Total: |50 |100% | The table above shows that all of the respondents are 4th year college students with the frequency 50 and percentage of 100%. 2. Level of depression of the respondents. Table 2 Gained Weighted Mean and Verbal Interpretation Respondent # |Mean Score |Verbal Interpretation | |1-50 |3. 67 |Below Average Depression | The table above shows that the level of depression of the 50 respondents was in the verbal interpretation of Below Average Depression. 3. Significant difference between the depression level of male and female adolescents. Table 3 T-value obtained by the respondents in the depression test |d. f. |Obtained Value |Critical Value |Decision | |48 |0. 3 |2. 0126 |No significant difference | Since the obtained value of 0. 33 is lower than the critical value of 2. 0126 at the 0. 05 level of significance therefore; the re searcher accepts the null hypothesis, which means there is no significant difference between the male and female 4th year college students in their depression level. 4. Significant relationship between gender and age of adolescents to depression. |Profile Variable |df |Obtained Value |Critical Value |Decision | |Age |24 |25. 3 |36. 42 |No significant difference | |Gender |4 |0. 57 |9. 49 |No significant difference | Age The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. This proves that 4th year students with the age of 18-24 can have the same depression level. Gender The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no sign ificant difference between the genders of the 4th year college students in their depression level. The gender does not affect the depression level of male and female 4th year college students. Chapter 5 Summary of Findings, Conclusions and Recommendations In this chapter, the researcher will mainly discuss the summary of the all findings, conclusion and recommendation of the study. Summary 9. The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 10. The year level is all 4th year college students. 11. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 12. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level. The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 13. The Depression level of 4th year college students is 3. 67. It means the respondents have Below Average Depression Level. 14. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 15. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 16. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions: 7. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 8. The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 9. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 10. The year level of all respondents is the same so it won’t have any effect on the depression level of the respondents. 11. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 12. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore; the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 7. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 8. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 9. The researcher should study more than just one year level. 10. Look for more studies that are related in the researcher’s topic. 11. Never lose hope. 12. Depression can be fought with a positive outlook in life and control to yourself. BIBLIOGRAPHY Webiology †¢ http://depression. about. com/cs/diagnosis/l/bldepscreenquiz. htm †¢ http://en. wikipedia. org/wiki/History_of_depression †¢ http://helpguide. org/mental/depression_signs_types_diagnosis_treatment. htm †¢ http://kidshealth. org/teen/your_mind/mental_health/depression. html# †¢ http://en. wikipedia. org/wiki/Depression_%28mood%29 †¢ www. mentalhelp. net www. wikipedia. com †¢ http://itl. nist. gov/div898/handbook/eda/section3/eda3672. htm APPENDIX A Table for the Computation Table of Weighted Scores of the Respondents and Verbal Interpretation |Male | |Responden t # |Weighted Scores |Verbal Interpretation | |1 |3. 22 |Average Depression | |2 |4. 32 |low Depression | |3 |4. 2 Below Average Depression | |4 |2. 5 |Above Average Depression | |5 |3. 78 |Below Average Depression | |6 |4. 28 |low Depression | |7 |3. 06 |Average Depression | |8 |3. 78 |Below Average Depression | |9 |3. 64 |Below Average Depression | |10 |3. 4 |Average Depression | |11 |3. 78 |Below Average Depression | |12 |3. 48 |Below Average Depression | |13 |4. 26 |low Depression | |14 |3. 68 |Below Average Depression | |15 |4. 36 |low Depression | |16 |4. 22 |low Depression | |17 |3. 2 |Below Average Depression | |18 |3. 28 |Average Depression | |19 |3. 78 |Below Average Depression | |20 |3. 86 |Below Average Depression | |21 |4. 3 |low Depression | |22 |3. 84 |Below Average Depression | |23 |3. 58 |Below Average Depression | |24 |3. 6 |Average Depression | |25 |1. 52 |High Depression | |Female | |Respondent # |Weighted Scores |Verbal Interpretation | |1 |4. 2 |Below Average D epression | |2 |3. 02 |Average Depression | |3 |3. 4 |Average Depression | |4 |4. 18 |Below Average Depression | |5 |3. 76 |Below Average Depression | |6 |4. 38 |Low Depression | |7 |3. 72 |Below Average Depression | |8 |3. 88 |Below Average Depression | |9 |3. 8 |Below Average Depression | |10 |4 |Below Average Depression | |11 |3. 2 |Average Depression | |12 |2. 54 |Above Average Depression | |13 |4. 56 |Low Depression | |14 |3. 98 |Below Average Depression | |15 |4. 54 |Low Depression | |16 |3. 8 |Below Average Depression | |17 |4. 14 |Below Average Depression | |18 |4. 6 |Low Depression | |19 |4. 5 |Low Depression | |20 |2. 9 |Average Depression | |21 |4. 3 |Low Depression | |22 |3. |Below Average Depression | |23 |1. 14 |High Depression | |24 |4. 54 |Low Depression | |25 |2. 28 |Above Average Depression | APPENDIX B Computation for the t-test independent Sample |Female |X? 2 | |   |   | |1 |17. 64 | |2 |9. 1204 | 3 |9. 2416 | |4 |17. 4724 | |5 |14. 1376 | |6 |19. 1844 | |7 |13. 8384 | |8 |15. 0544 | |9 |14. 2884 | |10 |16 | |11 |10. 6276 | |12 |6. 4516 | |13 |20. 7936 | |14 |15. 8404 | 15 |20. 0116 | |16 |12. 1104 | |17 |17. 1396 | |18 |21. 16 | |19 |20. 25 | |20 |8. 41 | |21 |18. 49 | |22 |15. 21 | |23 |1. 2996 | |24 |20. 6116 | |25 |5. 1984 | |Male |X? 2 | 1 |10. 3684 | |2 |18. 6624 | |3 |17. 64 | |4 |6. 25 | |5 |14. 2884 | |6 |18. 3184 | |7 |9. 3636 | |8 |14. 2884 | |9 |13. 2496 | |10 |9. 8596 | |11 |14. 2884 | |12 |12. 1104 | 13 |18. 1476 | |14 |13. 5424 | |15 |19. 0096 | |16 |17. 8084 | |17 |15. 3664 | |18 |10. 7584 | |19 |14. 2884 | |20 |14. 8996 | |21 |18. 49 | |22 |14. 7456 | |23 |12. 8164 | |24 |9. 9856 | 25 |2. 3104 | T= X? – X? [pic] [pic] = [pic]- [pic] + [pic] – [pic] N1 N2 N1 + N2 -2 [pic]= 340. 85. 04 – (90. 94) 2 + 360. 182 – (92. 62)2 25 25 25+25-2 [pic]= 340. 85. 04 – (8270. 0836) + 360. 182 – (8578. 4644) 25 25 25+25-2 = (340. 8504 – 330. 803344) + (360. 182 – 343. 138576) 48 = 10. 047056 + 17. 043424 48 = 27. 09048 48 [pic] = 0. 56 APPENDIX C Computation for Chi square Formula: E=R x KX2= (fo-fe)2 T fe Where:Where: E= expected frequencyfo= frequency observed R= total row scoresfe= frequency expected K= total column scores T= total scores Table According to Profile Variable Age Age |High |Above Average |Average |Below Average |Low |Total | |18 |0 |0 |0 |1 |0 |1 | |19 |0 |2 |2 |7 |5 |16 | |20 |2 |1 |4 |8 |4 |19 | |21 |0 |0 |3 |3 |4 |10 | |22 |0 |0 |0 |0 |1 |1 | |23 |0 |0 |0 |1 |0 |1 | |24 |0 |0 |0 |2 |0 |2 | | |2 |3 |9 |22 |14 |50 | X2=-25. 13 d. f. = (r-1) (k-1) = (4-1) (4-1) = (3) (3) = 9 C. V. 0. 05= 36. 42 |fo |fe |(fo – fe) |(fo-fe)2 |(fo-fe)2/fe | |   |   |   |   |   | |0 |0. 04 |0. 04 |0. 0016 |0. 4 | |0 |0. 64 |0. 64 |0. 4096 |0. 64 | |2 |0. 76 |1. 24 |1. 5376 |2. 023157895 | |0 |0. 4 |0. 4 |0. 16 |0. 4 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 04 |0. 04 |0. 0016 |0. 04 | |0 |0. 08 |0. 08 |0. 0064 |0. 08 | |0 |0. 06 |0. 06 |0. 00 36 |0. 6 | |2 |0. 96 |1. 04 |1. 0816 |1. 126666667 | |1 |1. 14 |-0. 14 |0. 0196 |0. 017192982 | |0 |0. 6 |0. 6 |0. 36 |0. 6 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 06 |0. 06 |0. 0036 |0. 06 | |0 |0. 12 |0. 12 |0. 0144 |0. 12 | |0 |0. 18 |0. 18 |0. 0324 |0. 8 | |2 |2. 88 |-0. 88 |0. 7744 |0. 268888888 | |4 |3. 42 |0. 58 |0. 3364 |0. 098362573 | |3 |1. 8 |1. 2 |1. 44 |0. 8 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 18 |0. 18 |0. 0324 |0. 18 | |0 |0. 36 |0. 36 |0. 1296 |0. 36 | |1 |0. 44 |0. 56 |0. 3136 |0. 12727272 | |7 |7. 04 |-0. 04 |0. 0016 |0. 000227272 | |8 |8. 36 |-0. 36 |0. 1296 |0. 015502392 | |3 |4. 4 |-1. 4 |1. 96 |0. 445454545 | |0 |0. 44 |0. 44 |0. 1936 |0. 44 | |1 |0. 44 |0. 56 |0. 3136 |0. 712727272 | |2 |0. 88 |1. 12 |1. 2544 |1. 425454545 | |0 |0. 28 |0. 28 |0. 0784 |0. 8 | |5 |4. 48 |0. 52 |0. 2704 |0. 060357142 | |4 |5. 32 |-1. 32 |1. 7424 |0. 327518797 | |4 |2. 8 |1. 2 |1. 44 |0. 514285714 | |1 |0. 28 |0. 72 |0. 1584 |1. 851428571 | |0 |0. 28 |0. 28 |0. 0784 |0 . 28 | |0 |0. 56 |0. 56 |0. 3136 |0. 56 | Table According to Profile Variable Gender Gender |High |Above Average |Average |Below Average |Low |Total | |Male |1 |1 |5 |12 |6 |25 | |Female |1 |2 |4 |11 |7 |25 | |total |2 |3 |9 |23 |14 |50 | |   |Gender |   |   |   | |1 |1 |0 |0 |0 | |1 |1 |0 |0 |0 | |1 |1. 5 |-0. 5 |0. 25 |0. 66666666 | |2 |1. 5 |0. 5 |0. 25 |0. 166666666 | |5 |4. 5 |0. 5 |0. 25 |0. 055555555 | |4 |4. 5 |-0. 5 |0. 25 |0. 055555555 | |12 |11. 5 |0. 5 |0. 25 |0. 02173913 | |11 |11. 5 |-0. 5 |0. 25 |0. 02173913 | |6 |6. 5 |-0. 5 |0. 25 |0. 038461538 | |7 |6. 5 |0. 5 |0. 25 |0. 038461538 | X2= 0. 57 C. V. 0. 05= 9. 49 Name: __________________________________________ Course Year: _________________ Age: __________ Gender: __________ Date: _______________ Depression Test Objective: Depression test may help you identify any possible depression symptoms that you may be experiencing and whether you should seek a diagnosis or treatment for depression from a qualified doctor or mental health professional. Direction: Examine the following statements and indicate which option best describes or applies to you. As you take the test, answer each question as honestly as possible. 1 – MOST OF THE TIME 2 – OFTEN 3 – SOMETIMES 4 – RARELY 5 – NEVER    |   |1 |2 |3 |4 |5 | |1 |I experience extremes in mood, moving from elated and hyper to deeply depressed. |   |   |   |   |   | |2 |I feel agitated or restless. |   |   |   |   |   | |3 |I feel so guilty that I can barely take it. |   |   |   |   |   | |4 |I feel like th ere is nothing to look forward to when I wake up in the morning. |   |   |   |   |   | |5 |I feel that I am not loved by my friends, family, and/or my romantic partner. |   |   |   |   |   | |6 |I think about death.    |   |   |   |   | |7 |I cannot make up my mind quickly when needed. |   |   |   |   |   | |8 |I only notice the sad or negative headlines. |   |   |   |   |   | |9 |I get mad at myself if I do not achieve the goals I have set out to reach. |   |   |   |   |   | |10 |I feel anxious when I go out of the house alone. |   |   |   |   |   | |11 |I keep myself up at night thinking about the things going on in my life. |   |   |   |   |   | |12 |I have recurrent thoughts about ending my life.    |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |13 |I feel bad about myself. |   |   |   |   |   | |14 |I still find a way to blame myself even when forces beyond my control prevent me from |   |   |   |   |   | | |reaching a goal. | | | | | | |15 |I feel like I will never get over it when things go wrong in my life. |   |   |   |   |   | |16 |I believe that I will not have a happy relationship with anyone.    |   |   |   |   | |17 |I have a persistent feeling of emptiness. |   |   |   |   |   | |18 |I wake up early in the morning and cannot go back to sleep. | | | | | | |19 |I always feel tired and irritable. |   |   |   |   |   | |20 |I feel slowed down (physically or mentally). |   |   |   |   |   | |21 |I feel tired even after a good rest. |   |   |   |   |   | |22 |I tend to think that I am not smart enough when I am struggling in work or in school. |   |   |   |   |   | |23 |I always feel sad and troubled every day.    |   |   |   |   | |24 |I do not want to tell others when bad things happen to me because the last thing I want |   |   |   |   |   | | |is for them to pity me. | | | | | | |25 |I overanalyze my relationships with others, finding problems that do not really exist. |   |   |   |   |   | |26 |I feel like crying for no apparent reason. |   |   |   |   |   | |27 |I have difficulty in concentrating and remembering things to do. |   |   |   |   |   | |28 |I cannot forgive myself if I fail to achieve what I have set out to do.    |   |   |   |   | |29 |I feel that I do not deserve to be loved. |   |   |   |   |   | |30 |I feel like ending my life. |   |   |   |   |   | |31 |I cannot seem to get started on important projects or tasks I need to take care of. |   |   |   |   |   | |32 |I have been called overly sensitive. |   |   | |   |   | |33 |I act based on what others will think of me, rather than based on how I would really like|   |   |   |   |   | | |to proceed. | | | | | | |34 |I am (or I have been told that I am) unusually irritable.    |   |   |   |   | |35 |I feel physically weak. |   |   |   |   |   | |36 |I cannot take care of myself and of those who depend on me. |   |   |   |   |   | |37 |I feel that I am unlovable or unattractive. |   |   |   |   |   | |38 |I am not contented in my life. |   |   |   |   |   | |39 |I feel like I am hurting people by just being around. |   |   |   |   |   | |40 |I mess up everything I touch. |   |   |   |   |   | |41 |I cannot think as clearly as ever.    |   |   |   |   | |42 |I do not get pleasure anymore out of most (or all) of the things and activities that I |   |   |   |   |   | | |used to enjoy. | | | | | | |43 |I keep failures and disappointments to myself to avoid being judged by others. |   |   |   |   |   | |   |   |1 |2 |3 |4 |5 | |44 |I feel worthless. |   |   |   |   |   | |45 |I am so tired that I cannot carry on with my usual activities.    |   |   |   |   | |46 |I feel that nobody listens to any of my sentiments. |   |   |   |   |   | |47 |I loose my concentration to everything I do. |   | |   |   |   | |48 |I tend to be sensitive in interactions with others, noticing even the subtlest insult or |   |   |   |   |   | | |mocking tone of voice. | | | | | | |49 |I have lost/gained weight without trying to. |   |   |   |   |   | |50 |I feel there is something seriously wrong with me. |   |   |   |   |   | Bibliography: http://www. essons4living. com/depression_test2. htm http://www. queendom. com/tests/access_page/index. htm? idRegTest=1123 http://www. findingstone. com/services/tests/depressiontest. htm Scoring: 1. – 1. 80 = High Depression 1. 81 – 2. 60 = Above Average Depression 2. 61 – 3. 40 = Average Depression 3. 41 – 4. 20 = Below Average Depression 4. 21 – 5. 00 = Low Depression ——————â⠂¬â€Ã¢â‚¬â€œ Depression Level †¢ High †¢ Above Average †¢ Average †¢ Below Average †¢ Low Depression Test 4th year college students in the University of the East Manila -0. 07 0. 211660104 3. 64 – 3. 71 [pic] 25 25 -0. 07 [pic] O. V. = 0. 33 C. V. = 2. 0106 0. 33 -0. 07 [pic] How to cite The Depression Level of 4th Year College Students, Essay examples