Research 2011

Waste Management of Our Lady of Fatima University Quezon City – Impact on Business Operations

Ronan S. Estoque, DPA and Diana T. Guiam

ABSTRACT

Manifestations of waste mismanagement have been prevalent on disasters that are occurring in our environment. This research is conducted in response to the thought that there is no looming problem in the waste management in Our Lady of Fatima University – Quezon City. The study determined what common waste products are generated by the institution in a span of a month; from the month of January 2011 up until September 2011. It is found out that plastic bottles, white paper, cartons and aluminum cans are the most common waste products produced by the institution.  Our Lady of Fatima University generates an average of 248.16 kilos of waste in a month. All of which are non hazardous materials.

Keywords:  Waste Management, Business Operations, Landfills, Segregation, Facilities, Garbage, Households

INTRODUCTION

Waste management is the collection, transport, processing, recycling or disposal, managing and monitoring of waste materials. The term usually relates to materials produced by human activity, and is generally undertaken to reduce their effect on health, the environment or aesthetics. Waste management is also carried out to recover resources from it. Waste management can involve solid, liquid, gaseous or radioactive substances, with different methods and fields of expertise for each.

Waste management practices differ for developed and developing nations, for urban and rural areas, and for residential and industrial producers. Management for non-hazardous waste residential and institutional waste in metropolitan areas is usually the responsibility of local government authorities, while management for non-hazardous commercial and industrial waste is usually the responsibility of the generator. (Wikipedia, 2011)

By this the management of the institution studied the waste production of the population of OLFU-QC so that it could operate to control, manage and be responsible of the waste that it produces

METHODOLOGY

The main objective of this study is to gather an empirical data on the waste management of Our Lady of Fatima University and be able to establish a concrete picture of the needs of the students at the institution. A Descriptive method of research with the aid of a psychological test was used to extract the empirical data used in the study.

The monthly waste generated data that was analyzed in this study was derived from the Maintenance and Engineering department of OLFU-QC. The data covers the reports from January 2011 up to September of the same year.

In gathering data, a letter of request to the administrator of OLFU-QC was drafted. Another formal letter was addressed to the head of the Maintenance and Engineering Department for the acquisition of the data needed in this study.

Frequency count and percentage were the two descriptive methods used in profiling the respondent’s socio-demographic variables.

RESULTS

From January 2011 up until September of the same year, the average waste generated by the university is 248.16 kilos. The university produced both biodegradable and non-biodegradable wastes.

 The most common waste products generated by the institution are plastic bottles, white paper, assorted paper, cartons and aluminum cans. Furthermore, the university also generated recyclable materials such as paper, plastic, metals and bottles.

RECOMMENDATIONS

1.       Just like any organization, the university produces both biodegradable and non-biodegradable waste materials.  It is recommended that the university continue its current activities of waste segregation and improve more on its process to make the segregation process more effective and easier to implement.

2.       It is suggested that more trash bins be utilized to segregate the waste generated by the university.

3.       On the issue of waste management, more participation from all stakeholders, ideally, must be intensified.  Waste management effort is a yearlong activity, not just an end of the semester or school year activity.

4.       It is recommended that more information drive be conducted in relation to the waste management program of the university.

REFERENCES

http://ec.europa.eu/environment/waste/studies/pdf/climate_change_xsum.pdf

http://www.environcorp.com/img/media/SWM_Philippines_Paper.pdf

SOLID WASTE MANAGEMENT IN THE PHILIPPINES: A SMALL ISLAND EXPERIENCE, D. Alan Mair, P.E., ENVIRON Consulting Services (M) Sdn Bhd, Kuala Lumpur, Malaysia; J. Glenn Gaac, Municipal Government of Odiongan, Odiongan, Romblon, Philippines; Matthew DiNisco, United States Peace Corps, Manila, Philippines

http://www.lumes.lu.se/database/alumni/02.03/theses/navarro_rhea_abigail.pdf

http://wanlessenviro.articlesbase.com/management-articles/5-steps-to-effective-waste-management-754924.html

http://www.philstar.com/Article.aspx?articleId=723886&publicationSubCategoryId=

http://pdf.usaid.gov/pdf_docs/PDABI572.pdf

http://onlinelibrary.wiley.com/doi/10.1196/annals.1454.016/abstract

Solid-Waste Management Practices of Households in Manila, Philippines, Eileen C. Bernardo

http://imagineechoprojectswaste.blogspot.com/2008/04/alarming-waste-problem-in-philippines.html

Research 2012

A Survey on the Emotional Quotient Level of Psychology Students: Basis for Employment Enhancement Program

Dr. Ronan S. Estoque, Ms. Ria Emerose A. Jacela MA, Mr. Richard Laus

Our Lady of Fatima University – Quezon City

ABSTRACT

Placement in our society is often based on our intelligence, in the industry we are often measured by our intelligence quotient. This study proposes emotional quotient (EQ) as a consideration in job placement and predicting future job performance. This study is based on the EQ level of Second Year BS Psychology Students. The variables tested and analyzed were lifted from the Baron EQ test.  The research was conducted within the limited frame of school year 2010 – 2011.

As a result of the growing acknowledgement by professionals of the importance and relevance of emotions to work outcomes, the research on the topic continued to gain momentum, but it wasn't until the publication of Daniel Goleman's best seller “Emotional Intelligence: Why It Can Matter More Than IQ” that the term became widely popularized. Nancy Gibbs' 1995 Time magazine article highlighted Goleman's book and was the first in a string of mainstream media interest in EI.

Emotional Quotient (EQ) is the ability to sense, understand, and effectively apply the power and acumen of emotions to facilitate high levels of collaboration and productivity. Thus, EQ could be a factor that could predict work performance and eventually job retention. IQ is the basis of employment but EQ will determine the performance and consistency in a particular job.

RECOMMENDATIONS

1.      For the Psychology Faculty and Guidance Personnel, to focus and zero in developing the “interpersonal skills” of the psychology students.

2.      It is recommended that more focus on Emotional Quotient be expended by the Psychology Faculty.  Lessen the emphasis on IQ and more on EQ.

3.      Work on English Proficiency.  English is the lingua franca of business, proficiency in these language increases ten-fold, the employability of psychology students.

4.      It is recommended that psychology students ought to improve and work on communication skills.

5.      More than “analysis”, extend the reach of foresight and knowledge of psychology students towards “synthesis”.

6.      It is recommended that psychology students should acquire the skills of looking at the bigger picture.

7.      Since no one is perfect, and no one is a winner all the time, to look at failure as a platform to improve oneself and learn from such mistakes.

8.      It is recommended that psychology students should be encouraged to act independently.

9.      It is recommended that psychology students should improve one’s presentation skills.

10.  It is recommended that psychology students should have a speech class.

11.  It is recommended that psychology students should acquire the skills of looking at the bigger picture.

12.  Since no one is perfect, and no one is a winner all the time, to look at failure as a platform to improve oneself and learn from such mistakes.

13.  It is recommended that psychology students should be encouraged to act independently.

14.  It is recommended that psychology students should accept and set realistic goals.

15.  It is recommended that psychology students should improve one’s presentation skills.

16.  It is recommended that psychology students should have a speech class.

17.  It is recommended that psychology students attend more personality development programs through the Guidance and Career Planning Center.

18.  It is recommended that the Guidance and Career Planning Center should continue to strictly monitor Psychology students’ progress in all aspects.

19.  It is recommended that psychology students should have a class on business letter writing.

20.  As early as first year level BS psychology students should be exposed to skills training on interviews.

21.  Encourage participation in University Peer Counseling Seminar to enhance facilitation and event management skills.

22.  It is recommended that Psychology students increase their exposure to extra-curricular activities in and out of the campus related to the course.

23.  It is recommended that Psychology students to establish networks and linkages  with other organizations other than one found in Our Lady of Fatima University QC Campus.

           

Research 2012

CAUSES OF SUICIDAL TENDENCIES AMONG COLLEGE STUDENTS:

A BASIS FOR A PROPOSED INTERVENTION PROGRAM

Dr. Ronan S. Estoque, Rachelle S. Comaje, Ermalyn L. Oandasan, Marie Pamela Feny P. Papa, Anne Patricia C. Sanchez

Our Lady of Fatima University – Quezon City

Abstract

            The research study aims to determine the causes of suicidal tendencies of collegestudents to make a basis for an intervention program. The study is centered on the analysis of fifty (50) selected male and female students of Our Lady of Fatima University. The researchers wanted to find out how to intervene the increasing number of students with suicidal tendencies through identifying their emotional profile. The researchers utilized the Descriptive method of research through outcome- based evaluation using the standardized test as the main source of data. The researchers made use of purposive sampling, also called as judgmental sampling, under non-probability sampling in the selection of respondents. Under this scheme, sampling units were selected based on the predefine criteria and the number of respondents may not to be proportional. The researchers also seek the help from Guidance and Career Planning Center of Our Lady of Fatima University for the list of potential respondents. The research instruments utilized by the researchers include all the tools, apparatuses, and materials used in eliciting data that may contribute to the completion of a research task. The instruments used were letters, personal information sheet and testing materials. Standardized test which is Emotional Profile Index was used by the researchers to measure the emotional aspect of respondents. It is a scale that assesses some attributes. These have been used because it is more convenient on the part of the respondents, and the respondents, and the researchers. Percentage Method was used for the computation of the corresponding percentage equivalent of the actual frequency count. It was used for the demographic profiling of the respondents according to age, gender, year level and course. Kruskal-Wallis Test (H-Test) was used as a statistical method to compare three or more independent groups. It is a nonparametric test which does not require normal distribution. Chi-square test also was used for comparing actual results with other variables. It was used to determine the significance of reactions of groups toward certain issues or the significance of the association between two variables.

           

According to Munger (2010) High-profile suicides of public intellectuals have contributed to the stereotype of “tormented genius”. But are smarter people really more likely to take their own lives. Conventional wisdom says that gifted artists like Vincent van Gogh and Sylvia Plath had something in their constitution that made them much more susceptible to depression, and thus, to suicide. One of the smartest people I ever knew, a former high school classmate who was also a world-class rower, took his own life as pressures for perfection at his Ivy-League university became too much for him. Such stories, painful and tragic, lend credence to the belief that smart people are more likely to commit suicide. But do we remember these stories because they are common place, or are they notable only because they are also rare?

RECOMMENDATIONS

To augment and substantiate the results and to make a generalization, it is recommended that:

1. The family is recommended to establish strong family bond by doing simple things together and provide support to each family member especially those with past suicidal attempt. Each family is suggested to have an open communication to be aware of individual conflicts.

2. The school administrators, teachers, counselors, and others who are in daily contact with students is recommended to learn to identify potential risk factors, recognize behavior patterns of adolescents who may possibly become suicidal, and follow referral procedures.

3. The community is recommended to promote awareness that suicide is a problem that can be prevented through developing public education campaigns, sponsor national conferences on suicide and suicide prevention, organize special issue forums, and disseminate information through the Internet.

4. The government is recommended to develop and implement suicide prevention programs and develop broad-based support for suicide prevention. This can be attained by the increase of number of professional, volunteer, and other groups that integrate suicide prevention activities into their ongoing activities and the number of faith communities that adopt policies designed to prevent suicide.

Abstract 2009

Development of an Action Planning Framework for Faculty and Guidance:  Coordination Based on Student Needs Inventory

 Ronan S. Estoque, DPA

  This research is aimed at Developing an Action Planning Framework for Faculty and Guidance Coordination based on the Student Needs Inventory SY 2008 – 2009.

                Specifically, this research sought to answer the following questions:

1.        What are the top three (3) student needs?

2.       What are the least three (3) student needs?

3.       What is the recommended action framework for Faculty and Guidance Office coordination?

 Findings:

 1.  The top three student needs are as follows; 1.  Academic needs, 2. Career needs and 3.  Spiritual – Moral Needs.  For the Academic Needs, students from the Bachelor of Science in Accountancy reflected the highest score of 4.43, closely followed by Sanitary Engineering students with a score of 4.18 and then, by the Marine Transportation students, with a score of 4.12.  For the Career needs, students from Bachelor of Science in Accountancy scored the highest mark of 4.15, followed by the students from Logistics Management with a score of 3.76 and Architecture students, with a score of 3.71.  In Spiritual – Moral Needs, students from the Accountancy department tallied the highest mean score of 4.31, followed by the students from Marketing and Management with a score of 3.87 and by the students of Electrical Engineering, with a mean score of 3.86.

In the ranking of all respondents, Academic needs came out on top indicating that students are serious about their studies, that they are here to learn and acquire a degree and that anything that is related to their academic pursuits is inherently valued.  The second ranking of Career needs validated the first ranking of Academic needs.  This shows that related to pursuit and value of their studies, students are concerned most about their employment after the acquisition of their respective degrees.  The ranking of Spiritual – Moral needs shows that respondents places a high importance on their spiritual needs after academic and employment concerns.  This connotes that “right and wrong” is still important to them and this vacuum should be filled somehow by the institution.

2.  Based on the ranking tallied from Table 1, the least scores are as follows; Psychological-Emotional Needs – ranked #8 with a mean score of 3.08, Family Needs – ranked #9 with a mean score of 3.02 and Sexual Needs – ranked #10 with a mean score of 1.99. 

For the Psychological – Emotional Needs, there is a tied score between the Marine Engineering students and Accountancy students, reflecting a score of 3.82.  This is followed by students from the Sanitary Engineering which showed a mean score of 3.47.  There is a tie between Information System and Information Technology, with a mean score of 3.38.

For Family needs, the top reflected mean score belongs to the Accountancy students with a score of 3.82; this is followed by a tied mean score of 3.26 between Information System and Information Technology.  This is followed by the score of 3.25 from the Marine Transportation students.

For the Sexual needs, students from ECE showed the highest score of 5.89, followed by a tied mean score of 3.84 between IS and IT.  This is followed by BSA with a weighted mean score of 3.14.

Respondents tend to sacrifice a lot in pursuit of their education.  For the sake of academic betterment, they are willing to sacrifice or place a minimal importance of their emotional needs, family longings and even human sexuality.  In pursuit of higher learning, the three enumerated student needs takes a back-seat in terms of priority and importance.

3.  The Guidance Office is recommended to publicize the results of the Student Needs Inventory.  Respective academic departments are recommended to take note of these needs and tailor the delivery of instruction along the results revealed by the structured psychological test.

Publicity could either come in the form of a simple memorandum informing different departments about the concerns and needs of their students or for a wider dissemination, could even be published in the institutional organ.   The Guidance office could call for a collective meeting with the different department heads to discuss the results of the Student Needs Inventory or simply meet individually with the different academic heads.

The delivery of instruction is recommended to specifically target the ranked student needs and tackle them head on.

 Recommendations:

1.       The institution is recommended to focus on fulfilling the Academic needs, Career Needs and Spiritual needs of the students.

2.       To avoid the scenario of being spread too thin, the faculty and guidance office will just have to pursue programs that are the priority of students.  Of the 10 variables of the Student Needs Inventory (i.e. Academic, Career, Character Building, Economic, Family, Psychological-Emotional, Physical, Sexual, Social and Spiritual-Moral) least program priority should be given to Psychological-Emotional Needs, Family Needs and Sexual Needs.

3.       It is recommended that information be given to the different academic departments to assist them in focusing and targeting their delivery of instruction in congruence with the Student Needs Inventory.

4.       A meeting with the Student Needs Inventory as the main topic is recommended to be discussed between the Faculty and Guidance Office this school year, next school year and every school year.

5.       As a mode of publicizing the results of Student Needs Inventory, an article about its significance is recommended to be written and published in the school organ.

6.       A memorandum expounding the reliability and usability of Student Needs Inventory is recommended to be drafted and disseminated through a memorandum or a simple bulletin board posting.

7.       It is recommended that the conduct of the Student Needs Inventory be continued.

Research 2014

A COMPARATIVE TRACER STUDY OF PSYCHOLOGY GRADUATES FOR SY 2010, 2011, 2012, 2013 AND 2014 OF OUR LADY OF FATIMA UNIVERSITY – QUEZON CITY: INPUTS FOR AN EMPLOYMENT PROGRAM

Dr. Ronan S. Estoque, RPM, Ms. Joyce L. Padilla, MS, MA, RP and Mr. Jigo Rafael C. Catamio, MAED, RGC

ABSTRACT

The Commission on Higher Education is required by law to measure just how are recent graduates are actually absorbed by the industry.  Over the years, an informal metric is used using a simply statistics just to have a benchmark in measuring university competitiveness and effectiveness.  Issues like what is the current hiring rate, what is the most sought after job and what is the current employer needs is usually settled by a graduate tracer study. The over-all rating shows that employers are impressed with the performance of OLFU psychology graduates and that the baseline expectations for an employee were exceeded by the graduates.  Academically this connotes that the teaching, training and learning is at par with the expectations and standards of employers who actually employs OLFU-QC graduates. Expectations were exceeded by the OLFU-QC psychology graduates and by extension were sought after by potential employers.  OLFU-QC psychology graduates have the reputation of being efficient employees, loyal employees and generally, employees who are resilient in the face of adversity.

Introduction

           Other than accreditation requirements, a tracer study of where the graduates are now gainfully employed is a serious pursuit for any university to gauge and measure the employability of its respective graduates.

          A tracer study is actually a metric where employment is measured against the graduates of other colleges or universities.  When the economy is on the upswing, an increase in employment rate is the normal trajectory and in this particular curve – just what is the percentage employment of the university?

With so many changes happening around us, one cannot help but change and adapt to the current winds of time.  With students being aware of what is the current needs and demands of the industry (clinical and academic requirements as well), an overhaul is in play to catch up with the current trends and issues as well.

           Acquiring and processing these invaluable data is a vital component in enhancing the direction of the sure changes that will happen whether such is welcomed or not.

Statement of the Problems

                The research aims to answer the following questions:

1.  What is the number of psychology graduates for School Year 2010?

2.  What is the number of psychology graduates for School Year 2011?

3.  What is the number of psychology graduates for School Year 2012?

4.  What is the number of psychology graduates for School Year 2013?

5.  What is the number of psychology graduates for School Year 2014?

6.  What is the employer feedback for the psychology graduates?

In table number 1, the graphical representations of graduates in the last five years are enumerated.  The trend is on the upswing, with the increasing figure of graduates is also related to the number of students enrolling for the course of Bachelor of Science in Psychology.

Table 1.  List of Table of Psychology Graduates in the last five years
School Year 2010	68
School Year 2011	53
School Year 2012	63
School Year 2013	87
School Year 2014	*72

• As of March 2014.

Table I shows that except for school year 2011 and 2012, the figure of graduates is on the upswing.  It must be noted that for the figure of 2014, the list of graduates for the so-called Octoberian graduates are not yet included.

The number of graduates’ increases along with increase of enrollee’s of students for the school year.  For the decrease of number of students, the dip could also be attributed to the decrease of students as well as for the number of students for one reason or another who were unable to comply with other requirements for graduation.

The number of graduates of students will increase along with the increase of number of students for the course of BS Psychology.

4.  What is the employer feedback for the psychology graduates? 

Table 2. Over-all Feedback of Employers
W (Weak)	F (Fair)	G (Good)	VG (Very Good)	E (Excellent)
0	0	13%	45%	42%
Total				100%

For Table 2, the over-all feedback of employers shows that 42% of respondents gave an excellent rating for the BS Psychology graduates of OLFU-QC.  A Very Good rating of 45% was obtained as well as Good rating of 13%.

The over-all rating shows that employers are impressed with the performance of OLFU psychology graduates and that the baseline expectations for an employee were exceeded by the graduates.  Academically this connotes that the teaching, training and learning is at par with the expectations and standards of employers who actually employs OLFU-QC graduates.

Expectations were exceeded by the OLFU-QC psychology graduates and by extension were sought after by potential employers.  OLFU-QC psychology graduates have the reputation of being efficient employees, loyal employees and generally, employees who are resilient in the face of adversity.

Findings

                The findings are:

1. There were 68 students who acquired the Degree of BS Psychology for SY 2010.

2.  There were 53 students who acquired the Degree of BS Psychology for SY 2011.

3.  There were 63 students who acquired the Degree of BS Psychology for SY 2012.

4.  There were 87 students who acquired the Degree of BS Psychology for SY 2013.

5.  There were 72 students who acquired the Degree of BS Psychology for SY 2014.

6.  What is the Employer Feedback?  The over-all feedback is as follows:

Excellent – 88 tabulated score (42%)

Very Good – 94 tabulated score (45%)

Good – 27 tabulated score (13%)

Conclusions

1.  Psychology students who graduated from SY 2010 numbering at exactly 68 far exceeds a normal section of a psychology section which usually number around 40 students.

2.  Psychology students who graduated from SY 2011 numbering around 53 students exceed a usual psychology section population of 40 students.

3.  Psychology students who graduated from SY 2012 numbering around 63 students exceed the usual section population of 40 students.

4.   Psychology students who graduated from SY 2013 numbering around 87 students exceed the usual section population of 40 students.

5.  Psychology students who graduated from SY 2013 numbering around 72 students exceed the usual section population of 40 students.

4.  Employers are generally delighted with the psychology graduates coming from Our Lady of Fatima University – Quezon City.

Recommendations

1.  It is suggested that current thrust and stride of the psychology department is continued so as to graduate quality students who are readily absorbed by the workforce.

2. It is recommended that the current program and delivery of instruction be continued and strengthened by the current administrators.

3. It is recommended that students who graduated be encouraged and sought by the Alumni Office to maintain and obtain pertinent information about their employment and whereabouts (i.e. current work and personal addresses).

4. It is recommended that a website or a social network similar to Facebook be utilized by the university so as to maintain contact with its graduates.

5. It is suggested that existing alumni organization of the university be improved and strengthened when it comes to tracer studies.

6. Graduates of the university are great marketing ambassadors for the university; a closer relationship with them would yield additional enrollee’s for the institution.

7. Graduates of the university are potentials sources of additional fund for the university. A hypothetical donation of 1000 php from a minimum estimate of 50, 000 graduates could easily yield a 50 Million fund for a worthy alumni undertaking.

8. It is recommended that further studies similar with this endeavor be continued for the university.

References:

1.International Labor Organization Report (2003).

2.International Labor Organization Report (2004).

3. PHICGUIDE (2007), Dr. Benjamin G. Tayabas.

4.Rumney, Ashley. “Trainers Flats Statistics” Raceform Ltd: 2009

5.Our Lady of Fatima University Student Handbook 2008

6.www.searca.org/web/scholarship as of sept 29, 2010

7.British Journal of Management, Vol. 16, No. 4, pp. 343-355, December 2005,and

BarryJ.Witcher
cesef.memberlodge.org as of Sept 29, 2010.

8. wapedia.mobi/en/psycholinguistics as of sept 29, 2010.

9.  Tracer Study of Psychology Graduates for the School Year 2009 – 2010,

Ronan S. Estoque, DPA and Joyce L. Padilla, MS

10.www.sjcphs.org/disease/ retrieved last October 23, 2008

11.www.psychosocial.com/dualdx/combid1 retrieved last October 23, 2008