WHAT IS A THESIS/DISSERTATION? . A thesis or dissertation is intended to showcase the research skills and concepts learned by a student in Psychology. Through it, a student is expected to show mastery of research skills in contributing to knowledge in Psychology. Both theses and dissertations must reflect the ability to conduct research and write the research report in a scholarly manner worthy of publication. In addition, doctoral dissertations are expected to make a unique and significant contribution to psychological knowledge. For both theses and dissertations, scholarly writing expectations include a substantive and organized build-up of arguments, proper format and style (as prescribed by the APA Manual, 5th ed. and the department guidelines), and correct grammar, punctuation, and spelling (note that Merriam-Websters Collegiate Dictionary is the standard spelling reference of the APA).
OVERVIEW OF THE CONTENTS OF A THESIS/DISSERTATION
FRONT MATERIAL (refer to attached sample for guidelines on format)
Title page Approval sheets (1 recommending oral defense; 1 acceptance of paper) Acknowledgments Abstract Table of Contents (including List of Tables and List of Figures)
CHAPTER I INTRODUCTION Review of Literature Theoretical/Conceptual Framework Statement of the Problem(s) Hypotheses (if applicable) Significance of the Study (for proposal, include in INTRODUCTION; for final paper, integrate in DISCUSSION) CHAPTER II METHOD Design Setting (if applicable) Participants Measures Procedure Data Analysis (for proposal, include in METHOD; for final paper, integrate in RESULTS) Limitations of the Study (for proposal, in METHOD; for final paper, integrate in DISCUSSION) CHAPTER III RESULTS
CHAPTER IV DISCUSSION (note that the subsections in this chapter may be organized and integrated in flexible ways, depending on the nature of the topic, study design, writing style, etc.) Limitations Implications
CHAPTER V (optional) SUMMARY AND CONCLUSIONS
REFERENCES
APPENDIXES
GENERAL FORMAT GUIDELINES . The following general guidelines apply throughout the manuscript: SPACING Double-space throughout the paper, including entries in tables Double-space between entries in the Reference section; single-space within entries Spacing between subsections or subheadings within a chapter should at least be double-spaced, but may be triple- or quadruple-spaced for added clarity
FONT Use 12-size font throughout the paper, including entries in tables Use either Times New Roman or Courier (serif typefaces) for text and Arial or Helvetica (sans serif typefaces) for figures
MARGINS Use a 1.25-inch margin for the left side; 1-inch for all other sides of the page (note that corner brackets are no longer required by the Office of Graduate Services)
JUSTIFICATION Left justify throughout the paper INDENTATION Paragraph indentation should be 5-7 spaces or the normal tab default
PAGINATION ALL page numbers are placed at the upper right hand corner of each page The first page of a new chapter is not numbered but is still counted Lower-case Roman numerals are used for the front material, but beginning only with the Acknowledgments (or page iv). The title and signature pages are counted but not numbered.
HEADINGS & SUBHEADINGS Chapter titles should be boldface, uppercase, and centered on top of the page. Format of succeeding headings and subheadings (whether italicized, upper- and lowercase, flushed left, etc.) should conform to APA rules on levels of headings (see pp. 111-115 of the APA Manual, 5th ed.)
. ABSTRACT .
Content: This section should contain a brief, comprehensive summary of the contents of the thesis: the research problem, methods, and results and conclusions.
Format: Text should not exceed 120 words and is written in past tense. The first line is not indented; the text is left justified. The heading ABSTRACT should be bold, centered, and in uppercase.
CHAPTER I INTRODUCTION
Content: The introductory chapter begins with the overview of the study. You should describe the general problem area you are studying in a manner that is sufficient for an educated but non-psychologist reader to understand. Here is where you discuss the motivation for studying the problem: What theoretical and/or practical situations brought about this study? Of what application is the problem or what is its significance? The goal is to describe the problem in broad strokes, justify its study, and capture the interest of the reader.
Format: The overview of the study has no heading. This, as well as the rest of the introduction, is written in the present tense. Sections within this chapter follow one after the other, with no page breaks in between.
Review of Literature
Content: This section discusses the theoretical foundations of the problem. The goal is to develop your problem conceptually and place it in the context of previous scientific work. Thus, a conceptual integration of previous research is needed. Point out the themes, links, gaps, and inconsistencies in the literature with the aim to provide a clearer conceptualization of the problem. Note that it is NOT the purpose of this section to display how much literature you have read. Avoid presenting a litany of past studies that are conceptually disconnected from each other. This section provides justification for your problem and hypothesis: Why study these particular variables? Why propose these particular hypotheses? Why study the problem with this method? What differentiates your approach from what has been previously done?
Format: Unlike the other sections in Chapter I, this section is written in the past tense. Begin this section with a heading (bold, centered, upper- and lowercase). To enhance organization, use subheadings (refer to pages 111-115 of the APA Manual, 5 th edition, on the rules on level of headings).
Theoretical/Conceptual Framework
Content: This is the creative section of your work, where you define your researchs theoretical/conceptual frame. It is different from the literature review, in that here you discuss your own original integration of the major theories and/or frameworks that you intend to apply, which serves as the basis of the conceptual definitions of your variables and the laws of interactions or presumed relationships among them. The build-up of arguments from the literature review, to the theoretical/ conceptual framework, to the research problem and hypothesis should be clear and logical.
Format: This section may or may not have a visual diagram illustrating the relationships among the variables. Begin this section with a heading (bold, centered, upper- and lowercase).
Statement of the Problem
Content: This section presents the specific research question(s). The statement of the problem should have several characteristics: Firstly, it should be phrased in the form of a question; secondly, the question should suggest a relationship between variables to be examined (unless the study is exploratory or descriptive). Thirdly, the research question should imply the possibility of empirical testing.
Format: This section is written in the present tense. Begin this section with a heading (bold, centered, upper- and lowercase).
Hypothesis (if applicable) Content: This section is necessary only if you have a particular theory/framework/premise that you are testing. In the case of exploratory research, for example, a hypothesis is not necessary.
Format: The hypothesis statement should contain the predicted relationship among the variables. Begin this section with a heading (bold, centered, upper- and lowercase).
Significance of the Study (for proposal, include in INTRODUCTION; for final paper, integrate in DISCUSSION) Content: This section contains the theoretical and practical reasons why the research is being conducted. It is where you justify why the study should be conducted at all.
Format: Begin this section with a heading (bold, centered, upper- and lowercase).
CHAPTER II METHOD
Content: Like the first chapter, the method chapter begins with an overview of the design used for the study. The research design is the plan or structure for conducting a study, whether it is experimental, quasi- experimental, correlational, case-study, exploratory, etc. It summarizes the set of procedures that you will use to obtain the data to answer your research problems (e.g., how participants were assigned to groups).
Format: The overview has no heading. The entire chapter is written in past tense, unless in a proposal, where it is written in the future tense. Sections in this chapter follow one after the other, with no page breaks in between.
Participants
Content: This section should include the number and relevant characteristics of the respondents, as well as the sampling plan or design.
Format: Tables and/or figures may be used to simplify the presentation of the demographic characteristics of the participants.Begin this section with a heading (bold, centered, upper- and lowercase).
Setting (if applicable) Content: This section is included only if the setting is of particular significance or importance; for example, if a specific community or organization is being studied. Describe the relevant characteristics of the setting, especially if this has bearing on the research problem, method, and results.
Format: Begin this section with a heading (bold, centered, upper- and lowercase).
Measures
Content: In this section, discuss the conceptual and operational definition (a description of how variables will be measured or observed) of each variable. In an experiment, the measurement of the dependent variables is described here. If using an instrument, include the source, number of items and type of scale, scoring, reliability, and validity of the instrument. If constructing your own instrument, include the details of the steps/procedures you took to develop the scale.
Format: Begin this section with a heading (bold, centered, upper- and lowercase). Procedure
Pretest (or Pilot Phase)
Content: If applicable, this section contains everything about the pretesting process, including the sample used, a description of the materials that were pretested, and the actual conduct of the pretest procedures. Report the relevant results of your pretest and the resulting adjustments or modifications you made, especially in terms of how these affect or determine the final sample, instruments, and procedures that you employed in your study.
Actual Procedure
Content: This section contains the process used when conducting the actual study and includes the step- by-step recipe beginning with how the subjects were contacted all the way to how the data were collected. In an experiment, this is where you describe how the independent variables were manipulated and how the extraneous variables controlled. This section should also contain the ethical procedures applied in this study, for example, informed consent, debriefing procedures, etc.
Format: Begin this section with a heading (bold, centered, upper- and lowercase). Subsections within this section have headings that are italicized and flushed left. Depending on the complexity of the design and/or procedures, additional subsections may be used (e.g., Apparatus and Materials; Manipulation of the IV; etc.)
Data Analysis (for proposal, include in METHOD; for final paper, integrate in RESULTS)
Content: This section describes the procedures on how the data are to be (or were) analyzed, be it quantitative or qualitative data.
Format: In the proposal, begin this section with a heading (bold, centered, upper- and lowercase). In the final paper, this is integrated in the Results chapter and has no separate subsection.
Limitations of the Study (for proposal, in METHOD; for final paper, integrate in DISCUSSION) Content: This section contains the theoretical and practical boundaries of the study. It includes the parameters of the topic, subjects and method used. In other words, it will tell the reader that it will be studying this but not that, and in this way but not that way. It also includes the limitations as to the kind of results the study will generate.
Format: This section is written in the present tense. Begin this section with a heading (bold, centered, upper- and lowercase).
CHAPTER III . RESULTS
Content: Following the background and theoretical/conceptual framework provided in Chapter I, and the operationalizations and procedures from Chapter II, you are now in a position to present the results of your study in Chapter III. Here is where you present results that are relevant to the problems and hypotheses of your study, and the statistical treatments you used to analyze the data. Avoid tangential analyses, even if significant (if necessary, place in a separate subsection on supplemental analyses). Always support your conclusions or claims with the relevant quantitative (statistics) or qualitative data. As a general rule for quantitative data, descriptive (e.g., M, SD) and inferential statistics (e.g., t, F, r) are reported, including other relevant information for evaluating effects (e.g., p, df). Reserve discussion of implications and explanations of the results in the Discussion section. See page 10 for other guidelines in writing this chapter.
Format: Results may be organized according to research question and hypothesis, or according to variable. Make judicious use of subsections and subheadings. Use tables and figures to clearly present results and statistical data. APA guidelines must be strictly followed. For formatting guidelines of tables and figures, refer to pages 147-201 of the APA manual, 5 th edition. APA conventions in reporting statistics must also be followed (refer to pages 137-146 of the APA manual, 5 th edition). This section is generally written in the past tense except when referring to a table or figure within the text (for example, Table 1 shows that).
CHAPTER IV DISCUSSION
Content: This chapter is where results are interpreted, evaluated, and placed in context. Interpret your findings: What do they mean? Discuss why the proposed hypotheses (if any) were or were not supported. Place your findings in context by discussing how the results relate to previous findings/research. What do they contribute to the research area?
Discuss the limitations of your study, and note internal and external validity issues in relation to the topic, design, participants, tools, and other problems encountered in the conduct of the research. This section may be integrated in the general discussion or placed in a separate section (depending on the nature of your study). In the latter case, begin the section with a heading (i.e., Limitations), bold, centered, and in upper- and lowercase. Format: The entire discussion is written in the present tense. To enhance organization, use subheadings (refer to pages 111-115 of the APA Manual, 5 th edition, on the level of headings).
Implications
Content: What are the implications of your findings for theory, research, and application or practice? This section discusses the key ideas that the reader can draw from the study that may be applied to similar areas of concern. Comment on future directions in this area, including implications on how the work can be extended or improved for both research and practice.
Format: Begin this section with a heading (bold, centered, upper- and lowercase).
CHAPTER V SUMMARY AND CONCLUSIONS (optional) Content: This chapter summarizes your most important findings and the implications and conclusions that can be derived from them in a concise manner. Note that it is not meant to be a repetition of your Discussion chapter. It contains the take-home message, so to speak, such that a reader would have an essential grasp of what you did and what you found. Such a chapter is particularly important for lengthy and complex manuscripts.
Format: The chapter is written in past tense. Use subsections and subheadings as necessary for clarity and organization.
REFERENCES . Content: This section lists all references cited in the text. If an abstract rather than an actual journal/book is utilized, this should be cited as such. Electronic references (e.g., Internet sources) must also be formally cited. For citation and formatting guidelines, refer to pages 215-281 of the APA Manual, 5 th edition. APA guidelines must be strictly followed. Format: The heading REFERENCES should be bold, all CAPS, and centered on top of the first page of this section. References follow a hanging indent format. Single-space within entries, but double-space between entries.
APPENDIX
Content: The appendixes section should include the instruments, and other special materials, tools, and instructions that were used in the study. It may also contain information that may be too detailed for the text but which some may want to refer to (e.g., complex scoring procedures; a different type of analysis). No raw data are included here.
Format: Each appendix should be placed in its own separate page, and affixed with its own heading (APPENDIX A; APPENDIX B, so on). Headings should be in boldface, uppercase, and centered on top of each page.
REVIEW OF LITERATURE CHECKLIST . LOCATE RELEVANT LITERATURE Identify key authors and journals Use bibliographic reference sources Use computerized literature searches Obtain reprints and preprints Look at literature from other disciplines Scan tables of contents of key journals Use reference lists from articles, chapters, and books Use primary sources Avoid the popular press CRITICALLY READ THE LITERATURE Identify conceptual and methodological themes Identify strengths and weaknesses of individual articles Identify strengths and weaknesses of field as a whole Collect photocopies or notes PREPARE TO WRITE Make an outline of the sections and subsections of your review to ensure substantive and logical build-up of arguments and ideas Include page allocations Limit the scope of your review; weed out conceptually irrelevant studies Organize the papers and notes of the literature you will cover WRITE THE REVIEW Write the introduction, sections and subsections Use transitions and integrative phrasing Synthesize and critically analyze the literature SET THE STAGE FOR YOUR FRAMEWORK, PROBLEMS, AND HYPOTHESES BE CAREFUL NOT TO PLAGIARIZE!
Adapted from Cone, J.D. & Foster, S.L. (1999). Dissertations and theses from start to finish: Psychology and related fields. Washington, DC: American Psychological Association. RESULTS CHECKLIST . PRESENT DATA RELEVANT TO PROBLEMS AND HYPOTHESES OF THE STUDY PRESENT RESULTS IN AN ORDERLY, LOGICAL WAY Order and sequence the results According to problem/hypothesis Or according to variable Support results, conclusions with the relevant statistical data Name of statistic Relevant details about the statistic Statistical values for significant effects Means Standard deviations Sample size WORD RESULTS IN CLEAR AND STRAIGHTFORWARD MANNER FOLLOW CONVENTIONS IN PSYCHOLOGY REGARDING PRESENTATION OF STATISTICS CREATE WELL-CRAFTED, CLEAR TABLES PREPARE WELL-CRAFTED, CLEAR FIGURES
Adapted from Cone, J.D. & Foster, S.L. (1999). Dissertations and theses from start to finish: Psychology and related fields. Washington, DC: American Psychological Association.
DISCUSSION CHECKLIST . SUMMARIZE YOUR FINDINGS Avoid technical detail Use clear language INTERPRET YOUR FINDINGS PLACE YOUR FINDINGS IN CONTEXT Consider how your findings converge with, clarify, or contradict past findings CONSIDER THE IMPLICATIONS OF YOUR FINDINGS Theoretical implications Research implications Practical implications INCLUDE A HUMILITY SUBSECTION Consider internal validity issues Consider external validity issues Consider measurement issues Consider statistical issues INCLUDE COMMENTS ABOUT FUTURE DIRECTIONS USE THESE TIPS: Be a critical thinker Avoid common problems Select an appropriate organization
Source: Cone, J.D. & Foster, S.L. (1999). Dissertations and theses from start to finish: Psychology and related fields. Washington, DC: American Psychological Association.
These guidelines were prepared and approved by the Faculty of the Department of Psychology SY 2003-2004 Department of Psychology Ateneo de Manila University
Roles and responsibilities regarding thesis or dissertation work
The Student formally registers or enrolls for thesis/dissertation direction initiates appointments with thesis adviser conceptualizes the research problem and develops its theoretical groundwork ensures that the manuscript conforms to the structure and format prescribed by the APA, Psychology Department, and Office of Graduate Services (OGS) is responsible for meeting the Department and OGS deadlines for oral defenses and submitting the final and revised copies of the manuscript
The Adviser makes herself or himself available for advising provides guidance, direction, and support in the conceptualization, data-collection, analysis, and writing phases makes the recommendation when the thesis is ready for oral defense performs first-line editing and style reading checks that the manuscript conforms to the structure and format prescribed by the APA, Psychology Department, and OGS suggests members of defense panel and style reader
The Panel Members reviews the manuscript submitted for oral defense may provide feedback to the adviser if the manuscript (whether in substance or format) is deemed not ready for a defense asks questions pertaining to the thesis topic and the written report, provides constructive feedback to the student, and evaluates the thesis/dissertation during the defense may provide advice on specific matters (e.g., instruments; statistical analysis) prior to the defense
The Style Reader edits the manuscript according to APA, Psych Department, and OGS guidelines within 2 weeks from receipt of the revised and adviser-approved manuscript approves the final manuscript in terms of style and signs the style approval sheet(s) serves as a member of the panel (if a faculty member)
The Department Chairperson approves the final composition of the panel approves the manuscripts readiness for defense in terms of general format (and not necessarily substance)
Department of Psychology Ateneo de Manila University
Guidelines on schedules and deadlines for thesis or dissertation work
General guidelines (please refer to OGS for more specific rules and special cases)
As of the first semester, school year 2003-2004, graduate students who pass their oral defense are given a period of ONE YEAR from the oral defense term to submit the final copies of the thesis to the Office of Graduate Services (OGS) and the Department. (The final copies of the thesis refers to the final revised copies of the manuscript, signed approval pages, OGS thesis abstract, and binding fees.) Students must register for residency and pay the basic registration fee for the semester that they intend to submit the final revised copies of the thesis.
Beyond this one-year period, the student will be charged with a Late Thesis/Dissertation Clearing Fee for every semester that the manuscript is being processed by the Department. Note that the rule that allows a maximum period (from the oral defense term) of 3 years for the masters degree and 5 years for the doctoral degree for the submission of the final manuscript will be strictly observed.
Note also that the student will be considered a graduate and conferred with the masters/ doctoral degree ONLY upon submission of the final thesis/dissertation. Likewise, the thesis title, letter grade, and credit units will be indicated on the students transcript only upon submission of the final paper.
Department guidelines
For graduate students who intend to graduate within the same semester as the oral defense of their thesis/dissertation: The OGS sets a deadline, which is usually towards the end of the term, for submission of the final, revised, unbound copies of the manuscript to their office. This deadline must be met in order to be considered for graduation in that semester. This deadline is specified in the Loyola Schools Academic Schedule, and may also be obtained from OGS, Registrar, or Department personnel.
GIVEN THIS, THE DEPARTMENT SETS A DEADLINE FOR STUDENTS TO CONDUCT THEIR ORAL DEFENSE. THIS IS USUALLY ON THE SATURDAY 5 WEEKS BEFORE THE OGS DEADLINE FOR SUBMISSION OF THE FINAL COPIES. The deadline is necessary to provide the student with sufficient time to complete all the culminating work involved in finalizing the thesis (i.e., content revisions, style checking, signing of approval sheets, etc.), meet the OGS deadline, and graduate within that semester. For graduate students who do NOT intend to graduate within the same semester as the oral defense of their thesis/dissertation: Graduate students who would like to defend their thesis/dissertation, but do not necessarily have to graduate within the same term, have until the end of the semester to conduct their oral defense. AN ORAL DEFENSE MAY BE SCHEDULED (ASSUMING THE AVAILABILITY OF THE PANEL) UNTIL THE SATURDAY OF THE LAST WEEK OF REGULAR CLASSES, BEFORE THE ONSET OF FINALS WEEK.
As provided by the OGS rules, the student has, henceforth, ONE YEAR to submit the final and revised copies of the thesis/dissertation to the OGS and the Department.
SAMPLE PAGES OF THE FRONT MATERIAL
NOTES: 1. Replace Dissertation with Thesis as necessary (refer to title page and approval sheets)
2. Replace Doctor of Philosophy with Master of Arts or Bachelor of Arts or Bachelor of Science as necessary (refer to title page and approval sheets)
3. The title should be in inverted triangle form (refer to title page) 4. Note that the MA thesis panel has 3, not 4 members (refer to second approval sheet). In this case, place the name of the adviser in the last or fourth line, and the Deans name, centered, on a separate line below the panel members and adviser.
5. The Appendixes follow right after the References, and is not placed in a separate page unless the remaining space below the References is insufficient (as is the case in this sample, refer to page viii-ix)
6. The List of Tables and the List of Figures are placed in their own separate pages (refer to pages x-xi)
7. Chapter I, page 1, immediately follows after the List of Figures GENDER AND SOCIAL STATUS DIFFERENCES IN PERCEIVED TRAITS AND GOVERNANCE-ABILITIES OF POLITICAL CANDIDATES
A Dissertation Presented to the Faculty of the Graduate School Ateneo de Manila University
In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy
by Maria Elizabeth Teresa J. Macapagal 2003
The dissertation entitled:
GENDER AND SOCIAL STATUS DIFFERENCES IN PERCEIVED TRAITS AND GOVERNANCE-ABILITIES OF POLITICAL CANDIDATES
submitted by Maria Elizabeth Teresa J. Macapagal, has been examined and is recommended for Oral Defense.
______________________________________ __________________________________ MA. EMMA CONCEPCION D. LIWAG, PhD CRISTINA J. MONTIEL, PhD Chairperson Adviser Department of Psychology
_____________________________ JOSE M. CRUZ, SJ, PhD Dean School of Social Sciences
Comprehensive Examinations Passed: 09 and 16 February 2002.
The Faculty of the Graduate School of the Ateneo de Manila University accepts the dissertation entitled:
GENDER AND SOCIAL STATUS DIFFERENCES IN PERCEIVED TRAITS AND GOVERNANCE-ABILITIES OF POLITICAL CANDIDATES
submitted by Maria Elizabeth Teresa J. Macapagal, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology, major in Social Psychology.
______________________________ _____________________________________ ALMA S. DE LA CRUZ, PhD ANNA MIREN GONZALEZ-INTAL, PhD Member Member
______________________________ ____________________________________ PATRICIA B. LICUANAN, PhD MA. ISABEL ECHANIS-MELGAR, PhD Member Member
_________________________________ CRISTINA J. MONTIEL, PhD Adviser
________________________________ JOSE M. CRUZ, SJ, PhD Dean School of Social Sciences
Grade: Excellent
Date: 11 February 2003 iv
ACKNOWLEDGMENTS
I have so many people to thank who have helped me in this journey. I am grateful to my adviser and mentor, Dr. Cristina Jayme Montiel for showing me the wonders of research. I thank my practicum adviser, Dr. Anna Miren Gonzalez-Intal, for suggesting this interesting topic and Dr. Patricia B. Licuanan for inspiring me to pursue my interest in gender. I also thank my other panel members Dr. Alma de la Cruz, Dr. Allen Tan, and Dr. Isabel Melgar for their valuable comments. I am especially grateful to Kashmir Sheerin Castillo, my very reliable research assistant. I also thank the following who helped me in distributing the survey forms: Aileen Castillo, Raymond Cosare, Mayumi Damanico, Barbara David, Peter Emata, Francis Mercado, Kenneth Nerecina, Jocelyn Nolasco, Mira Ofreneo, Regina Reyes, and Lizabeth Sanchez. I also express my gratitude to all the respondents and interviewees. I am indebted to the Ateneo Faculty Development Program and Peace Psychology Funds for the financial support. I also thank all my coteachers, friends, and students at the Psychology Department, especially Fr. Jaime Bulatao, SJ, Susan, Annette, and Elma for the moral and emotional support. Special thanks go to Maam Alma and Nitz for helping me in style reading. I dedicate this dissertation to my loving husband, JC Mercado, my children, Angela and Matthew, and my parents, Arthur and Mariter Macapagal. Thank you so much for believing in me and inspiring me to reach great heights. v ABSTRACT
The study investigated the influences of respondent-gender, respondent-social class, politician-gender, and position of political candidate on perceived traits and governance- abilities of political candidates. The survey used a 2 X 3 X 2 X 2 factorial design covering 536 respondents aged 18 to 35 years old. The 12 interviews provided a more in-depth approach to the research questions. The respondents were asked to rate a hypothetical political candidate who was either a male or female mayor, or male or female president using a Shah scale and a Likert-type attitude scale. Research results show that the females and respondents from the lower social classes showed a more favorable perception of politicians. The current study has also shown that men and women political candidates are perceived as having different traits and governance-abilities. The interviewees reported their preference for a male mayor but said both male and females can be good presidents. Findings also show that females and E respondents tend to view female politicians more positively whereas the males and ABC and D respondents believed that it is the male politician who can do a better job. The implications of the findings for construal research, voter education, consciousness-raising, and political campaign strategies are discussed.
9. Mean Scores of Perceived Governance-Abilities Based on SES of Respondents Gender and Gender of Politician . . . . . . . . . . . . . . . . . . . . . .
52 3. Female respondents from ABC, D, and E social classes and their perceived traits of male and female politicians. . . . . . . . . . . . . . . . . . . . . . .
54
4. Male respondents from ABC, D, and E social classes and their perceived traits of male and female politicians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
5. Interaction effect of gender of politician and SES of respondent on governance-abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63 THESIS/DISSERTATION PROCEDURE/REQUIREMENTS
Procedure Office Comments/ Requirements Submission of Revised Thesis Student does steps 1 to 8. All work for the degree must be completed Beginning SY 2002-2003, only students who within 5 years from the date of the first have completed all requirements for the degree registration for the degree. may join the graduation ceremony. 1) Clears revised copy of thesis with the Thesis Department Student submits letter addressed to Dept. Adviser , Style Reader, and Dept. Chairperson. Chairperson together with a copy of the revised thesis. Upon approval by the Dept. Chairperson, student pays the basic registration fee, and/or Late Thesis/Dissertation Clearing Fee, depending on when oral defense was passed.* 2) Clears revised copy of thesis with OGS Details: OGS for format of front matter in general & Name of Student details. Degree Title of Thesis Date of Oral Defense Grade in the Oral Defense Names of Thesis Adviser and Panel Members Details should be consistent w/ records. 3) Obtains thesis paper (optional) and copy of Registrar Thesis paper is P350 per ream of 500 sheets. Thesis Abstract format. Note: Student must observe 1 inch margin on all sides. 4) Prints cleared thesis on thesis paper - 1 set Thesis paper is optional. and prepares Thesis Abstract. 5) Makes 3 photocopies. Original + 3 photocopies = 4 Orig-Library, 2-Archives, 3-Department, (If student wants additional copies, prepare 4-Registrar (This is student's copy after written request to be endorsed by the Registrar has prepared certification.) Chairperson. Submit this to OGS.) 6) Prints Approval Pages (3 to 4 copies each) Signatures must be complete before and has these signed. submitting to OGS for binding. a. Approval Sheet for Defense signed by Adviser, Chairperson, & Dean.(4 copies) b. Approval Sheet for Acceptance of the Thesis signed by the Adviser, Panel Members, and Dean.(4 copies) c. Approval Sheet for Style signed by the Style Reader.(3 copies) Procedure Office Comments/ Requirements
7) Submits the following to OGS: OGS Binding Fee as of July 2002 (using bookcloth) a. Thesis (Orig & 3 photocopies) - about P1 per page per copy; min. charge is b. Abstract (Orig. & 3 photocopies) P180 per copy. c. Approval Pages (3 to 4 copies each; - add P10 per line per copy for titles exceeding all original signed) 2 lines (inverted pyramid format) d. Binding Fee Normal processing: 4 days to 1 week e. Soft copy (as required by the department) Processing can take as long as 2 months or more during peak periods e.g.March submission. (Binding c/o Albert/Mang Badong Garcia)
8) Fills up information sheet for the graduation OGS To update contact information. ceremony (for those who defended their thesis from SY 2002-2003 onwards.) 9) OGS submits bound theses copies OGS (CHED and/or Registrar, Library, Archives, Registrar Department) Library Archives Department For thesis submitted on or near the II Sem OGS (To be included in list of Candidates for cut-off date for inclusion in the Graduation Registrar Graduation in the Programme, student must Programme, OGS gives clearance to Registrar. submit revised thesis etc. about 2 weeks before (Registrar submits list to VP-LS) the commencement date in March.) 10) Graduates who will need certification from Registrar One week for normal processing. the Registrar do the following: Cashier No processing one week before and during a. Go to Registrar's Office to get form. regular registration period. Students may b. Fill up form and have this signed by get copies 3 weeks after regular registration Registrar. period. c. Clear with Accounting Office. c. Pay P25 to Cashier. 11) Student applies for clearance and official Registrar One week for normal processing. copies of transcript of records, certifcate of Cashier No processing one week before and during graduation and/or diploma. Also regular registration period. Students may obtains Student's bound copy of thesis. (for get copies 3 weeks after regular registration those who defended their thesis after II Sem period. SY 2001-2002) Transcript - P25/page
Note: 1) Amounts are subject to change without prior notice. 2) The Registrar's Office is located at the 2nd Floor, Bellarmine Hall. 3) The Office of Graduate Services, Accounting Office, and the Cashier are located at the Ground Floor, Xavier Hall. 4) Departments/Programs may have other/additional requirements. 5) Student has to take note of the following guidelines on thesis submission:
Oral Defense Passed Procedure after written request for thesis clearing is approved by Chairperson Beginning I Sem SY 2003-2004 I Sem SY 2002-2003 To Summer 2003 Before SY 2002-2003 Within oral defense term No additi onal procedures required NA NA Within 1 year after oral defense term During the registration period, get registrat ion form and register f or Submit 200/Submit 400. Pay basic registration fee. No additi onal procedures required NA After the one year period but not to exceed 3 years for the masters and 5 years for the Ph.D.after the oral def ense term During the registration period, student registers for Submit 200/Submi t 400 and pays basic registration and Late Thesis / Dissertation Clearing Fee per term that the thesis is being reviewed/processed by the Department. Pay Late Thesis / Dissertation Clearing Fee per term that the thesis is being reviewed/processed by the Department. NA NA NA All students wil l have to pay Late Thesis / Dissertation Clearing Fee per term that the thesis is being reviewed/processed by the Department.