CHAPTER-1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale Advocates have been making noise for decades, in hopes of educating the public and influencing policy makers about gender rights; however many remain ignorant. Lesbian, gay, bisexual and transgender (LGBT) continue to experience stigma, prejudice and discrimination in our society today. This stigma is manifested in actions such as: bullying, teasing and harassment of LGBT children and adolescents in families, schools, communities and in social world. LGBT often confront social pressures to hide, suppress or even attempt to change their identities and expressions as conditions for their social acceptance and enjoyment of rights. According to Hatzenbuehker (2014), sexual-minority youth — those who identify as lesbian, gay, bisexual or transgender — are more likely than their heterosexual peers to experience violence in their lives, including bullying, harassment and physical assault. In addition to the safety and physical health consequences, violence and victimization are associated with higher rates of anxiety, depression and suicide, and indeed, sexual minorities have been found to bear a disproportionate burden with respect to these health issues.

1

2

The National School Climate Survey conducted by Gay, Lesbian & Straight Education Network in 2011 reported these that 82% of LGBT youth had problems during the previous year with bullying about sexual orientation. 64% felt unsafe at school due to sexual orientation; 44% felt unsafe at school due to gender; and 28% of LGBT youth stop going to school because of being bullied. According to a blog from the US Embassy in the Philippines (2015), the United States Agency for International Development through its Enhancing Governance through Accountability and Engagement (ENGAGE) Program supported the gathering of leaders of the lesbians, gays, bisexuals and transgenders (LGBT) community in Zamboanga City on September 14, 2015 to discuss issues on discrimination, sexuality and identity. Among the major issues raised by the LGBT leaders were: becoming victims of sexual abuse and bullying as children, stereotyping leading to decreased career opportunities, physical violence, being treated as a second class citizen, and discrimination inside the church, among others. The recommendations raised by the groups were: awareness campaigns to address bullying and discrimination, promotion of responsible and gender-sensitive journalism, support for HIV-AIDS program and interventions, enactment of anti-discrimination ordinance, program on gender-sensitive parenting, promotion of community dialogue on gender and development. The forum concluded with the formation of a core group of leaders coming from various LGBT groups who will work towards the formation of an LGBT alliance not only in the city but to the whole country.

3

The LGBTs right should be protected and government and civil society have much to do to secure their well-being and safety. It is therefore imperative to assess and evaluate the bullying cases of LGBTs here in Tagbilaran City. Theoretical Background There are 6 types of bullying according to Sherri Gordon (n.d.). Physical bullying is the most obvious form of bullying. It occurs when kids use physical actions to gain power and control over their targets. It is tend to be bigger, stronger and more aggressive than their peers. Perpetrators of verbal bullying use words, statements and name-calling to gain power and control over a target. Typically, verbal bullies will use relentless insults to belittle, demean and hurt another person. Relational aggression is a type of bullying that manipulating in social where teens try to hurt their peers or sabotage their social standing. When a teen uses the Internet, a cell phone or other technology to harass, threaten, embarrass or target another person, this is called cyber bullying. Sexual bullying consists of repeated, harmful and humiliating actions that target a person sexually. Prejudicial bullying is based on prejudices teens have toward people of different races, religions or sexual orientation. According to Bakker (2015), the gay population has been acknowledged in healthcare

professional

literature

as

"invisible,"

"hidden,"

"stigmatized,"

and

"marginalized" and recognized as having difficulty accessing healthcare, receiving inferior care, or actually being denied care. However, changes in our society have brought more awareness about and visibility to the gay community. Perhaps as a result of these changes, more gay individuals are "coming out" to their families and friends.

4

Gay youth are questioning their identity or coming out at younger ages than before. As people learn more about the gay community, the image of a gay person is changing from an image of one who is lonely, depressed, or ill to one who is a well-adjusted, contributing citizen. More gay individuals and their families want culturally appropriate information as well as support and referral. Rodriguez (2014) observed that some say that “same-sex relationships threaten society”. Some do not understand how a pair of lovers can cause so much alarm. Some parents fear their children might become gay. What they may actually fear is how society will treat their gay child. Yes, society might be unkind to their child, so please do not make your child’s life even harder. In the Philippines, it is so easy for people to hate others in the name of God. Many base their arguments on “religious teachings” – which have been interpreted in various ways over time. Yes, there are two biological sexes: female, male. But sex is not the same as “sexual orientation”, some people happen to be attracted to the same or both sexes. Some are born male, but identify as women (gender identity). Some dress certain ways just because they want to (gender expression). The worry and fear how some adults tend to teach the youth how to hate and discriminate others. Please know that homophobia hurts people. The pain is real: it’s felt by people of all ages, by families and friends who lost loved ones to suicide and hate crimes, by LGBTs raped, bullied, taunted, fired, or alienated. A 2014 World Bank study even reported how homophobia hurts a country’s economy (Rodriguez, 2014).

5

According to United Nations Development Programme (2014), it is reported that the guardians of LGBT youths can fail to protect them or may abuse them, and that there is under-reporting of discrimination encountered by LGBT youths. The situation does not become easier when LGBT children reach legal age. For instance, in January 2012, a 19-year-old gay Filipino suffered severe burns when his father poured boiling water on him because of his sexuality (UNDP, 2014). According to Jovenir (2014), the Philippines at this moment has no formal and official legislation that caters to the rights of the LGBT group especially that most government sectors are publicly articulating their opposition to same-sex marriage. The existence of legislators who are open-minded enough to beware of the alarming condition of the minority group is a primary and important step towards attaining the agenda of a more equal and integrated country. However, in order for the nation to have comprehensive pro-LGBT laws, if ever these pending bills were passed, the academe has to do its part in analyzing and examining each clause and provision than the latter provides. Through these methods, ambiguities can be addressed and relevant additional points can be considered as the society undergoes a public reviewing process of the bills. As a result, as the key point of the pending bills is timely analysis as well recommendations are also provided in order to have a thorough and specific resolution to the never-ending dilemmas of the LGBT society. However, sexual orientation and gender identity (SOGI) was included in the Implementing Rules and Regulations (IRR) of the Republic Act No. 10627, otherwise known, as the “Anti-Bullying Act of 2013″. The IRR was signed on December 13 by Bro. Armin A. Luistro, FSC, and Secretary of the Department of Education

6

(DepEd). Under Rule II: Definition of Terms of the IRR, “bullying” is defined as “any severe, or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of another student at school; or materially and substantially disrupting the education process or the orderly operation of a school” (Mendoza, 2013). According to Tan (2013), publishing editor of Outrage Magazine, the only lesbian, gay, bisexual and transgender (LGBT) publication in the Philippines, this is a development worth highlighting “particularly because of the higher risk for gender nonconforming people – including members of the LGBT community – to be bullied because of their being different. It is sad that for many LGBT people, getting bullied is somewhat accepted as a ‘norm’, with many bullies actually getting a free pass because they conform to socially acceptable constructs. It is high time people acknowledge that there are those who suffer solely because of their being different, and this is something that should not be tolerated.” Under the IRR, all public and private kindergarten, elementary and secondary schools are mandated to adopt policies to address the existence of bullying in their respective institutions. School personnel of public kindergarten, elementary or secondary schools who fail to comply with the provisions of the Act or this IRR shall be subject to administrative disciplinary proceedings in accordance with the Civil Service

7

Rules and the relevant issuances of the DepEd. Meanwhile, school personnel of private kindergarten, elementary or secondary schools who fail to comply with the requirements of the Act or this IRR shall be subject to appropriate disciplinary sanctions as may be imposed by the private school; additionally, the DepEd Secretary may suspend or revoke, as appropriate, the permit or recognition of a private school that fails to comply with the requirements under the Act or this IRR. Even as Tan tries to be optimistic, “LGBT Filipinos continue to have a wait-andsee attitude on developments like this. Having a law (and the accompanying IRR) does not necessarily mean that we’ll see the good intentions come to fruition,” he said. As such, “I urge LGBT Filipinos to – upon learning of the law and the accompanying IRR – make use of it. Laws that are supposed to protect us are truly only useful if they are actually applied, so make use of them.” The “Anti-Bullying Act of 2013” was signed into law by Pres. Benigno Aquino III on September 12. Billy Lucas, Seth Walsh, Asher Brown. Tyler Clementi are some of teenagers who have committed suicide have come to their viewers through the national news this fall semester 2010 according to the Counselling Center of University of New Hampshire (2010). They had been subjected to anti-gay harassment based on their actual or perceived sexual orientation. Raymond Chase and Cody J. Barker were two out gay youth who also killed themselves this fall. In a hate crime not related to sexual orientation or gender identity, 11-year-old Tyler Walsh had his arm broken by other middle school children. His “offense” was becoming a male cheerleader. Two of his peers enforced the gender role they had learned.

8

Another case from an Iowa community is reeling after a teen's suicide, the fifth to rattle the local high school over the past five years. According to his mother Sheryl Moore, Alexander "AJ" Betts Jr. was subjected to intense bullying at Southeast Polk High School because of his sexuality (he came out as gay about a year and a half ago) and his mixed race background, the Des Moines Register is reporting. Calling her 16year-old son's death "the most painful thing I have been through in my entire life," Moore has since vowed to help educate people on how "words hurt", (Huffpost Gay Voices, 2013). Lesbian, gay, bisexual and transgender bullying is alarming. In fact 9 out of 10 LGBT students reported being harassed and bullied last year. Over one-third of LGBT students are physically assaulted at school because their sexual orientation and gender identity are different than those of heterosexual students. About two-thirds of LGBT students reported having ever been sexually harassed (e.g., sexual remarks made, being touched inappropriately) in school in the past year. Human rights advocates and other activists seek to ensure social justice and guarantee the dignity of LGBT's because like anyone else an LGBT student is a person just like what we are. The only difference is their sexual orientation (Stomp out Bullying, 2015). Prince William vowed that if he saw anyone bullying a lesbian, gay, bisexual, or transgender person he would step in and confront the abuser after comforting the victim. ‘I would try to confront, to tackle the person. I usually find myself right in in the middle of problems so that’s pretty much where I’d be,’ he said during an LGBT session where participants were asked to stand on one side if they would comfort the victim, on

9

another if they would confront the perpetrator, or at the back if they would adopt another strategy. His support for confronting the homophobic bully was hailed as the ’embodiment’ of Princess Diana’s legacy and a landmark moment by Tom Broughton, 17, who had told the Duke of Cambridge how an anonymous online stalker had urged him to kill himself after he came out as gay (Towleroad 2015). According to Mental Health America (2012), the 2011 National School Climate survey recommends: 

Gay Straight Alliances (GSAs). School clubs provide safe spaces and support networks for LGBT students. Students who attended schools with GSAs reported fewer homophobic remarks, more intervention from school personnel and a greater sense of connectedness.



Supportive educators. LGBT Students who report having a greater number of supportive staff (six or more) had higher GPAs.



Comprehensive bullying/harassment policies and laws. Students reported that school staff intervened twice as often in schools with comprehensive bullying/harassment policies. However, according to Cohn- Vargas (2012), there are five practical ways to stop

bullying and intolerance. First is to recognize and respond. This step includes educating students, parents and staff about taking bullying seriously and recognizing it and making an action plan to respond swiftly to incidents and daily teasing. The second is to create dialogue which gets students involved in organizing anti-bullying forums where they resolve problems. Third, encourage bystanders to become

10

“upstanders". They are people who stand up for themselves and others. It is a model way for young people to intervene and speak up. Fourth is foster safety and inclusion. Fostering identifies safe and welcoming environments that promote inclusion and acceptance, places where students feel everyone is respected and their identity is valued. And lastly is education of the community. This means partnering with others to take joint action in educating students, teachers and parents about bullying in your school and community. Adult responses are also important according to Riese (n.d.). Adults should not tolerate any anti-homosexual slurs. They can also work with student government and other school clubs to hold programs on respect, school safety and anti bullying. Adults can help to encourage any young person who is bullied to tell a teacher, counsellor or parent and being alert to signs of youth who may be in distress. According to Blackman (2014), the two primary sources that have the power and ability to diminish discrimination against LGBT youths are schools and parents. In his opinion, they are the ones who have the greatest influence on LGBT youths and in turn have the ability to reduce substance abuse, educational failure, and suicides. Parents and schools need to realize how much they can help diminish the effects of discrimination against LGBT youths if they work together and productively. If they remain on the same page they can ease the agony for LGBT youths and help them live a normal and happy life. One method that can be exercised in schools is a homosexual sensitivity training for anti-gay students and school officials. The training would benefit both students and school officials. He thinks that it would help the school officials manage whatever prejudices they may have against LGBT youths. Since anti-gay

11

bullying students are perhaps ignorant to the subject, schools should modify a system where all students can be educated on the subject. It would probably help the students get a better understanding if homosexuality was compared to other subject matters such as culture and religion. If this method helps only two out of ten anti-gay students cease discrimination against LGBT students, he is sure that it will make a difference. Thus, basing from the previous studies being cited above, it is fitting to know what the cases of LGBT and minority bullying. Knowing such will help assess the victims on how to handle themselves when they are being bullied and further help improve them and give ideas to the people how bullying affect the LGBTs.

12

“Anti-Bullying Act of 2013”.

REPUBLIC ACT NO. 10627 The Cases of LGBT and Minority Bullying Tagbilaran City Types of Bullying

Physical Bullying

Cyber Bullying

Sexual Bullying

Emotional Bullying

Figure 1. Theoretical and Conceptual Framework of the Study

13

THE PROBLEM Statement of the Problem This study seeks to ascertain the LGBT and minority bullying in Tagbilaran City. Specifically, this study attempts to answer the following questions: 1. What is the demographic profile of the LGBTs in terms of: a. Gender; c. Barangay? b. Age; and 2. What is the respondents’ level of awareness on any law that helps to protect the 3. 4. 5. 6.

LGBT to any kinds of bullying? What types of bullying do the respondents encounter? Where do the respondents experience bullying? What do they feel when they are being bullied? What is the relationship between the demographic profile and the type of bullying the respondents encounter?

Significance of the Study The researchers believe that the study is an act of concern of the researchers in behalf of the entire human race. Abused LGBTs. This study will help them to be aware about their rights in our society and how to handle the different types of bullying. Parents of those abused LGBTs. Through this study, they may be fully aware of their responsibility over their children. This study will also help them to be more sensitive about the feelings of their children and their problems that they are going through because of bullying. The result of this study may give them information on how to help their children.

14

City Government. This study may serve as an eye opener that the rights of other LGBTs are being deprived. The result of this study can help them to solve this problem. Students. This study may serve as a guide and reference for future researches and further improvisation. All community organization. It is imperative for them to know the characteristics of a children and youth in the community. It enables them further to adopt precautionary measures or remedies to forestall their unfavourable behaviour. Scope and Limitation This study covers the cases of LGBT and minority bullying in the City of Tagbilaran. The researchers limited this research only to gays and lesbians who experienced physical bullying, cyber bullying, sexual bullying and emotional bullying in the city of Tagbilaran.

METHODOLOGY

Research Design

15

This study employed a quantitative research method. This is to obtain answers to questions cannot be provided by a quantitative method of research and to generate words rather than numbers, as data for analysis. The quantitative research approach makes use of snowball sampling. The purpose of the snowball sampling is for a study that is very rare or is limited to a very small subgroup of the population. This type of sampling technique works like chain referral. After observing the initial subject, the researcher asks for assistance from the subject to help identify people with a similar trait of interest. These respondents, with their particular understanding and experience, can provide insight on the nature of problems and give recommendations or solutions. For the study, the researchers prepared a questionnaire with 6 questions. Research Locale The study will be conducted at 15 barangays in Tagbilaran City, Bohol namely; Bool, Booy, Cabawan, Cogon, Dampas, Manga, Mansasa, Poblacion I, Poblacion II, Poblacion III, San Isidro, Taloto, Tiptip and Ubujan. The cases of LGBT and minority bullying will be the focus of the study to find out how to prevent bullying. The researchers choose to conduct the study in the Tagbilaran City since it has a lot of salons that are operated by lesbians and gays.

Research Participants

16

The researchers will select 5 males and 5 females currently residing in every barangay in Tagbilaran City through a snowball procedure. Research Instrument The researchers made a questionnaire for a survey. The said questionnaire is divided in two parts: Part 1 covers the identification data. The respondents will fill out about his basic information like name (optional), age, gender, and barangay. Part 2 covers about their awareness of any law that protects the rights of the LGBTS, the place where they are being bullied and their feeling of being bullied. It also includes the relationship between the demographic profile and the type of bullying the respondents encounter Research Procedure In compliance with the process of gathering data, the researchers will go to the barangays and find lesbians and gays. After that, the researchers will distribute the questionnaire personally and individually to the respondent and ask for a referral to other lesbians and gays that they know. The respondents will answer honestly the questions in the given questionnaires. After answering the questionnaires, the researchers will tabulate and interpret the data. The data will be gathered will be handled with the utmost confidentially by the researchers.

DEFINITION OF TERMS

17

In order to have clearer viewpoint and perspective on this study, some terms are hereby operationally defined. Bisexual. A person that is attracted to both men and women. Bullying. It refers to unwanted, aggressive behaviour among school aged children that involves a real or perceived power imbalance. Cyber

Bullying.

An

action

of

harming

or

harassing

via information

technology networks in a repeated and deliberate manner. Emotional Bullying. It is any act including confinement, isolation, verbal assault, humiliation, intimidation, or any other treatment which may diminish the sense of identity, dignity, and self-worth Gay. It refers to a homosexual person or the trait of being homosexual. Gay community. It is a loosely defined grouping of lesbian, gay, bisexual, and transgender (LGBT) and LGBT-supportive people, organizations, and subcultures, united by a common culture and social movements. Gender Identity. A person's inner sense of being male or female, usually developed during early childhood as a result of parental rearing practices and societal influences and strengthened during puberty by hormonal changes. Lesbian. It is a female homosexual who experiences romantic love or sexual attraction to other female. It is also used to express sexual identity or sexual behaviour

18

regardless of sexual orientation, or as an adjective to characterize or associate nouns with female homosexuality or same-sex attraction. LGBT. These letters stand for "lesbian, gay, bisexual, and transgender." regardless of sexual orientation, or as an adjective to characterize or associate nouns with female homosexuality or same-sex attraction. Physical bullying. A person or a group of people picks on or harasses another person in a face to face confrontational manner. Sexual bullying. A type of bullying and harassment that occurs in connection with a person's sex or with sexual activity. Transgender. People experience a mismatch between their gender identity or gender expression and their assigned sex

19

REFERENCES

Bakker, L. (2015). Promoting the Health of the Gay Community. Building Safe Place. Retrieved September 16, 2015, from http://www.buildingsafeplaces.org/index.php

Blackman, G. J. (2014). How Are LGBT Youths Affected by Discrimination and What Can Schools Do to Help. Retrieved September 29, 2014, from https://www.york.cuny.edu/academics/writing-program/the-york-scholar1/volume-5-fall-2008/how-are-lesbian-gay-bisexual-and-transgender-lgbtyouths-affected-by-discrimination-and

Cohn-Vargas, B. (2012).5 Ways to Stop Bullying and Move into Action.Eutopia. Retrieved September 29, 2015, from http://www.edutopia.org/blog/stopbullying-create-upstanders-becki-cohn-vargas

Counseling Center in University of New Hampshire (2010). Bullying and Lesbian,Gay, Bisexual, Transgender,Queer/Questioning Suicide. Retrieved September 30, 2015, from https://www.unh.edu/counseling-center/article/bullying-and-lgbtqsuicide

Gay, Lesbian & Straight Education Network. (2011). LGBT Bullying Statistics. No Bullying. Retrieved September 16, 2015, from http://nobullying.com/lgbtbullying-statistics/

Gordon, S. (n.d). 6 Types of Bullying. Retrieved October 2, 2015, from http://bullying.about.com/od/Basics/a/6-Types-Of-Bullying.htm

Hatzenbuehler, M. (2014). . School climates, suicide and gay and lesbian students:

20

Research on LGBT and youth education. Retrieved September 16,2015, from http://journalistsresource.org/studies/society/gender-society/school-climatesuicide-gay-lesbian-lgbtq-youth

Huffpost Gay Voices. (2013). Gay Iowa Teen Commits Suicide, Was Allegedly Bullied ByClassmates. Retrieved September 30, 2015, from http://www.huffingtonpost.com/2013/07/29/gay-iowa-teen suicide_n_3672008.html

Jovenir, C. (2014). Globalization of Queer Identities: The Rising Imperative to Generate Pro- LGBT Policies. Academia. Retrieved September 17, 2015, from http://www.academia.edu/13397084/The_Philippine_Anti LGBT_Discrimination_Act_of_2010

Mendoza, J.R.(2013). SOGI included in ‘Anti-Bullying Act of 2013’ IRR. Outrage. Retrieved September 17, 2015, from http://outragemag.com/sogi-includedanti-bullying-act2013-irr/

Mental Health America.(2012). Bullying and LGBT Youth.Retrieved September 30,2015, from http://www.mentalhealthamerica.net/bullying-and-gay-youth

Riese, J. (n.d.). Youth Who Are Bullied Baed Upon Perceptiions About Their Sexual Orientation. Retrieved September 30, 2015, from http://www.violencepreventionworks.org/public/bullying_sexual_orientation.page

Rodriguez, F. (2014). LGBT Right are human rights. Rappler. Retrieved Spetember 17, 2015, from http://www.rappler.com/move-ph/ispeak/57744-lgbt-human-rightsphilippines Stomp out Bullying. (2015). About Anti-Gay Bullying. Retrieved September 30, 2015, fromhttp://www.stompoutbullying.org/index.php/information-and-resources/aboutbullying-and-cyberbullying/anti-gay-bullying/

Tan, M. D. .(2013). SOGI included in ‘Anti-Bullying Act of 2013’ IRR.

21

Outrage. Retrieved September 17, 2015, from http://outragemag.com/sogi-includedanti-bullying-act2013-irr/

Towleroad. (2015). Prince William Teams Up with Charity Named After Princess Diana to Fight LGBT Bullying. Retrieved September 30, 2015, from http://www.towleroad.com/2015/09/prince-william-teams-up-withcharity-named- after- princess-diana-to-fight-lgbt-bullying/

United States Agency for International Development (2014). Being LGBT in Asia: The Philiipines Country Report. Retrieved Spetmeber 17, 2015, from https://www.usaid.gov/sites/default/files/documents/1861/2014%20UNDP-USAID %20Philippines%20LGBT%20Country%20Report%20-%20FINAL.pdf US Embassy (2015). USAID Supports LGBT Right and Issues Forum in Zamboanga City.RetrievedOctober 6, http://blogs.usembassy.gov/mindanao/category/lgbt/.

2015,

from

22

APPENDIX A Name (Optional): Age: Gender: Barangay: Please answer the questions as honestly as possible. This will be confidential; please fill out the questionnaire completely and do not skip any question. 1. How much do you support the LGBT rights? Not Supportive Supportive Very Supportive 2. Are you aware of any law that helps protect the LGBT to any kinds of bullying? Yes No 3. What type of bullying did you suffer? Always- Everyday Sometimes- Every other day, Once a week or once a month Never- Not at all

ALWAYS Physical Bullying a. Hitting b Pushing c. Spitting d. Tripping

SOMETMES

NEVER

23

e. Slapping Cyber Bullying a. Humiliation and Embarrassment b. Stalking c. Posing d. Harassment and Threat e. Flaming Emotional Bullying a. Rejected b. Name-Calling c. Put downs d. Teasing e. Yelling or Screaming Sexual Bullying a. Touching b. Bumping c. Sexual Rumors d. Sexual Jokes e. Grabbing

4. Where did you suffer bullying? At home At School Others, Please Specify

At community ______

24

5. What did you feel when you are being bullied? __ Afraid __ Angry __ Hopeless __ Sad __ Worry __ Humiliated __ Angry __ Worthless __ Depressed Thank you for honestly answering our questionnaire. God Bless. Appendix B APPROVAL SHEET This thesis entitled, “The Cases of LGBT and Minority Bullying in Tagbilaran City”, prepared and submitted by Bagcatin, Eda Angelica Concepcion, Espinosa, Ma. Therese, Loy-a, Jonna Leah A. and Suganob, Anna Marie, in partial fulfilment of the requirements for the degree of Bachelor Arts major in Political Science, has been examined and recommended for acceptance and approval for oval examination.

_________________________________ Content Adviser Faculty, College of Arts and Sciences _______________________________ Technical Adviser Faculty, College of Arts and Sciences ______________________________ Statistician (if applicable) Faculty, College of Arts and Sciences

PANEL OF EXAMINERS Approved by the Committee on Oral Examination a grade of ____________________.

______________________________ Chairman Dean / Chair, College of Arts and Sciences

25

______________________________ Member

_______________________________ Member

Faculty, College of Arts and Sciences

Faculty, College of Arts and Sciences

Appendix C ACCEPTANCE SHEET Accepted and approved in partial fulfilment of the requirements for the degree Bachelor of Arts major in Political Science.

______________________________________ Chair, Department of Social Sciences ______________ Date

_____________________________________ Dean, College of Arts and Sciences ______________ Date

26