The elements of a trademark - Free Essay Example

Sample details Pages: 5 Words: 1356 Downloads: 6 Date added: 2017/06/26 Category Law Essay Did you like this example? 1.0 Introduction Intellectual property is what the mind creates. Through imagination in the mind, one creates literary and artistic works. The mind creates names, symbols, and images. Don’t waste time! Our writers will create an original "The elements of a trademark" essay for you Create order There are inventions and designs, which are all part of intellectual property. The three main types of intellectual property are patents, copyright and trademarks. Patent is the exclusive right to market invention; whereas, copyright is the exclusive right to the author of the original work of the authorship. Trademark is the name, word, device, or symbol that is use in trade to show and to differentiate the goods (Mart, 2015). Intellectual property is protected by law, to have an environment, which innovation and creativity can flourish (WIPO, 2015). 2.0 Elements of Trademark Requirements to be A Trademark A trademark must be used in trade. The trademark law is use to regulate interstate trade. According to the Lanham Act, a trademark is a mark used in trade. The exclusive rights of a trademark are given to the first person who uses it in trade. Besides that, a trademark must be different from others. It is an identity to distinguish specific goods from one another. There a re four categories of distinctiveness. The arbitrary/fanciful or suggestive category is considered to be inherently distinctive. The markà ¢Ã¢â€š ¬Ã¢â€ž ¢s exclusive rights are determined by priority of use. The descriptive category is protected only if it has the secondary meaning in the minds of the public. The secondary meaning is needed to set up a trademark protection for a geographic term or a personal name. The generic category, they will never be eligible for trademark protection. Rather than indicating a unique source, they refer to a general class of products (Cornell, 2015). Trademark Infringement Firstly, to succeed on a claim of trademark infringement, the plaintiff must initiate that he/she has a valid mark qualified to protection and that the defendant used the similar or a same mark in commerce in connection with the sale or advertising of goods and services without plaintiffà ¢Ã¢â€š ¬Ã¢â€ž ¢s agreement. Moreover, the plaintiff must prove that defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s use of the mark is going to cause confusion as to the connection, affiliation or association of the defendant with the plaintiff. Thus, there are three distinct elements necessary to establish trademark infringement claims that are à ¢Ã¢â€š ¬Ã…“useà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“in commerceà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“likelihood of confusionà ¢Ã¢â€š ¬Ã‚  Use Use of a trademark by an alleged infringer must be established as a threshold matter. In commerce demonstrates that the allegedly infringing activities have a substantial effect on interstate commerce. Likelihood of confusion consumers viewing the allegedly infringing mark assume that the product or service it represents is associated with the source of a different product or service identified with a similar mark. 3.0 Trademark Case Apple vs Shenzhen Proview Technology Problem This case is about the rights to the iPad name between Apple and Shenzhen Proview Technology. Apple Inc. says it bought the global rights to the iPad name from Proview in 2009 but Chinese authorities say the rights in China were never transferred. A Chinese court ruled in December that Proview still owned the name in China. Verdict Apple has paid $60 million to settle a dispute in China over ownership of the iPad name. It removed a potential obstacle to sales of the popular tablet computer in the key Chinese market. Additional Information Proview initially hope for more. Proview was pressured to settle the case due to the debt they owed. Besides that, Proview also received pressure from the communist government to settle it because they wanted to attract investors to develop its economy. Unlike trademark squatters, who register names of products sold overseas and then request for the foreign com panies to pay for the rights later, Proview trademark the iPad name long before Apple had the idea for its tablet. Ending the dispute with Proview meant that the leading tablet maker can legally begin selling under iPad trademark in its second-biggest market (Arthur, 2012). Danone Biscuits Manufacturing (M) Sdn Bhd vs Hwa Tai Industries Bhd Facts On 29 October 1990, Danone Biscuits (the plaintiff) a biscuit manufacturer for Jacob, Tiger, Danone and THYE THONG biscuit applied to register their à ¢Ã¢â€š ¬Ã…“ChipsMoreà ¢Ã¢â€š ¬Ã‚  trademark in Malaysia. The trademark were then registered and renewed up to 20 October 2007. The company had been manufacturing, selling and distributing their cookies in Malaysia since 1990 and exported their cookies to other countries in the region. However, in early April 2001, Danone biscuits discovered that another biscuit manufacturer in Malaysia named Hwa Tai Industries (defendant) had been manufacturing and selling chocolate chip c ookies bearing the trademark called à ¢Ã¢â€š ¬Ã…“Chipsplusà ¢Ã¢â€š ¬Ã‚  The plaintiff argued that the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s trademark infringed upon its registered trademark and immediately requested the defendant to stop the manufacture and sale of cookies bearing the plaintiff trademark. Even though, the packaging of the product, were also confusingly same to the plaintiff registered à ¢Ã¢â€š ¬Ã…“ChipsMoreà ¢Ã¢â€š ¬Ã‚  mark., the defendant refused to do so and the plaintiff file a law sued against the defendant for trademark infringement. The plaintiff argued that the defendantà ¢Ã¢â€š ¬Ã¢â€ž ¢s à ¢Ã¢â€š ¬Ã…“Chipplusà ¢Ã¢â€š ¬Ã‚  trademark infringed upon its registered trademark, while the similar packaging of the cookies causes the defendant passing off its à ¢Ã¢â€š ¬Ã…“Chipplusà ¢Ã¢â€š ¬Ã‚  cookies as the plaintiff à ¢Ã¢â€š ¬Ã…“ChipsMoreà ¢Ã¢â€š ¬Ã‚  cookies that will eventually affect the plaintiff reputation, business and goodwill in Malaysi a Judgment The High Court has made the decision in favor of the Plaintiff, ruling that there was infringement of the plaintiffà ¢Ã¢â€š ¬Ã¢â€ž ¢s trademark. Since the plaintiff had a registered certificate and renewal certificate evidencing a valid trademark and the plaintiff had not given the defendant authority to use their trademark, the defendant was found liable for infringement. An important issue that is highlighted by the Court was the trademark used was almost similar and it may likely create the possibility of confusion amongst the public. In Section 38 of the Trade Marks Act 1976 the word à ¢Ã¢â€š ¬Ã…“likelyà ¢Ã¢â€š ¬Ã‚  was define to mean that only possibility or probability of confusion needed to be established. Although the word à ¢Ã¢â€š ¬Ã…“Plusà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“Moreà ¢Ã¢â€š ¬Ã‚  are two different words, there is sufficient similarity in idea. Furthermore, in deciding the similarity between two different words, the words has to be considered as a whole, by doing so, the court found the marks sufficiently similar to constitute trademark infringement on the defendant. Moreover, the use of similar trademark and packaging may possibly cause confusion and deception to a buyer of chocolate chip cookies. The rectangular packaging shape, the similar placing of both house marks are positioned on the upper left hand side of the packaging. Such misuse will damage the plaintiff business through the loss of sales of its products. Lastly, The Jury have made the decision that the defendant was liable and immediately ordered the defendant cease all manufacture of à ¢Ã¢â€š ¬Ã…“Chipplusà ¢Ã¢â€š ¬Ã‚  cookies. The defendant were asked to change the name and the packaging of the cookies in order to sell their cookies in Malaysia. Furthermore, the plaintiff requested RM5500 from the defendant as compensation misusing their trademark. The defendant paid and changed their cookies named to à ¢Ã¢â€š ¬Ã…“Kiddosà ¢Ã¢â€š ¬  . Opinion This case illustrates the importance of respect for intellectual property. In this modern business world, many profit seeking firms will tend to misuse others intellectual property to help market their own business. This will save them lots of cost and will rise to the market in just nick of time. In this case, it also shows how serious courts are in protecting trademark owners from misappropriation of their commercial advantage through the use of substantially identical marks. This is why, it is important for business owners to seek advice from intellectual property professionals before registering their trademark to avoid this kind of issue from occurring which will save the company lots of money and time. 4.0 Conclusion The benefits of intellectual property allow business owners to prevent unauthorized use of the protected IP. If a patent protects a product, the creation of identical or similar brand name to products can be prevented. Besides that, in the case of academics, RD teams and designers wanting to show that their technology is at the cutting edge of progress. Patents, copyright and trademark are a powerful indication that their work is cutting edge and they can be used as references in the same way as any other publications.

Abortion Pro Life vs Pro Choice Essay - 1748 Words

Abortion: Pro-Life vs. Pro-Choice Abortion: Pro-Life Vs. Pro-Choice â€Å"Abortion is the spontaneous or artificially induced expulsion of an embryo or fetus† (Abortion, 2002). An artificially induced abortion is the type referred to in the legal context. Abortions happen in different situations. The question comes when is it the right or wrong choice. The root question becomes the moment a fetus becomes a person and entitled to rights. The fetus could be a person at conception, during the pregnancy, or at birth. The deciding moment differs from the Pro-life group and Pro-choice group. After critically analyzing four different arguments about the pros and cons of abortion, one will be able to understand the ethical, moral, and†¦show more content†¦Using and teaching these adverse techniques make it more difficult for the individual, or individuals, to comprehend, learn, and establish the understanding of what is right and wrong. In theory, teaching others to make the wrong decisions instead of mor e acceptable decisions does not better the future of those persons. It adds to the confusion and the increase of the epidemic of widespread crime affecting millions of people throughout the United States. Another major issue regarding abortion is if a fetus feels pain. A study by Stuart G. W. Derbyshire examines the development of the fetus to decode when pain is acknowledged. Pain is â€Å"an unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage† (Derbyshire, 2006, The Content of Pain). Working with this definition, one can derive that an understanding of the senses and emotions should be present at some cognitive level to feel pain. Therefore, pain becomes a learned response instead of a natural one because the association between the senses and the reaction is not yet learned. â€Å"This is likely to strike anyone as strange because it is simply not how we intuitively believe pain to be†¦ Not only has the biological development not yet occurred to support pain experience, but the environment after birth, so necessary to the development of painShow MoreRelatedAbortion - Pro Life vs. Pro Choice3265 Words   |  14 Pagesis abortion. The debates are basically divided into Pro-Life and Pro-Choice. Pro-life supporters want abortion to be illegal and not performed anywhere. Pro-choice supporters want the choice to be up to the woman and no one else. There is no ethical way to decide between the two subjects and its all based on what the persons moral values. Abortion is the termination of an unwanted pregnancy by loss of or destruction of an egg, embryo or fetus before birth. 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On the other hand, the pro-life vs pro-choice debate tends to overlook the fact that theRead MoreAdoption, NOT Abortion Essay934 Words   |  4 PagesNowadays, abortion has become a controversial issue because people are becoming more aware of the issue that abortion brings to society and the individual who is going through the abortion .In recent years, however, society has become very open-minded, and as a result pro-life and pro-choice groups have been able to sway the American public’s view of abortion. Abortion became legal in 1973 when Roe vs. Wade declared that a wo man has the right to choose if she wishes to continue with her pregnancyRead MorePro Life vs Pro Choice772 Words   |  4 PagesProfessor Brenza Essay-2 March 17th 2015 Pro-life vs. Pro-choice The issue of abortion in the United States will always be a controversial one. Developing two sides of the debate, pro-life and pro-choice. Pro-life are the individuals who do not believe in the option of abortion. Pro-choice are the individuals who believe every woman has the choice to go through with their pregnancy or to not. Despite their contrasts, pro-life and pro-choice explore valid ideas of religion, law and healthRead MoreCommon Ethical Dilemmas Faced in Nursing1447 Words   |  6 Pagesethical decisions. Pro- Life vs. Pro- Choice, Freedom vs. Control, Truth vs. Deception, and Knowledge vs. personal beliefs are all part of the problem. We live in a world where there seems to be contriversy about everything. Nursing is a very important field where there has to be good communication and great care, any hiccups in this could affect the whole work place. So what happens when you’re a nurse and you are placed in a big ethical dielemma. FINDINGS Pro- Life Vs. Pro-Choice According to Merriam-Read More Abortion Report Essay examples808 Words   |  4 Pages Abortion Report nbsp;nbsp;nbsp;nbsp;nbsp;I have chosen for my topic Abortion. 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In addition, there have been almost 60 million abortions performed in the United States sinceRead MoreAbortion Report823 Words   |  4 PagesAbortion Report I have chosen for my topic Abortion. I think that it is a topic that is very important in todays society however it is often dodged or avoided. Different Presidents say different things and have different stances about it, and often it is had to know what to think about it. Basically there are two different ways of looking at it: Pro-Choice, which takes the stance of saying that it is the womans choice if she wants to have an abortion and that it is only her business. So

Doctor Faustus By Marlow Essay Example For Students

Doctor Faustus By Marlow Essay Doctor Faustus is a significant and masterful play written by ChristopherMarlow. It is a unique play that it written during the beginnings of therenaissance period and therefore neither solely Renaissance nor Medieval instyle. It is instead a great story of a man torn between the differences of theoutgoing Medieval Period and the incoming Renaissance told in a brilliant stylecomposed of the two distinct schools of thought. The brilliance of this play isthat it can be viewed from both a Medieval and Renaissance perspective. If Dr. Faustus is interpreted from a Medieval perspective, it goes along with the sameprincipals and morals that the majority of medieval literature tried to instill;that is, the righteousness of God and the Roman Catholic Church. In order tomake this story more effective, Marlow chooses to have Faustus deal with theessence of evil, Lucifer, the banished angel who betrayed God. In a classicsatirical form the play shows Faustus downfall after straying from Gods planand enlisting the help of the devil to become greater than what God had plannedfor him. Faustus also seems to want to not only stray from God and dominatemankind, but also, supercede and overrule Gods wishes to an even furtherextent. In Scene 3, Lines 110-111 we read: The emperor shall not live but by myleave, Nor any potentate of Germany. In these lines Faustus expresses his desireto hold control over all. Even the likes of the Holy Roman Emperor shall fall tothe power of his black magic. Although the use of magic and thecharacte r of the devil seems more of a parable-like story to modern day readers,to the people of the time this was a very plausible story of a man who shunnedgodliness and let greed and evil get the best of him. The existence ofsupernatural entities, namely devil-influenced beings such as witches andsorcerers, was very possible if not probable. Without the answers of science theunexplained was often chalked up to the powers of the supernatural. From arenaissance point of view, Dr. Faustus is a heroic tragedy. The renaissancemovement emphasized the power of the individual and the fulfillment of life. Itbrought forth a desire for conquest, achievement and surmounting all obstacles. In the play, Faustus, is not satisfied with his abilities, or as he saw themlimitations, as a human being. He did what he had to do to further advance hisaccomplishments, striving to achieve his goals by any means necessary. In Scene1, Lines 49-54 we read: These metaphysics of magicians, And necromantic booksare heavenly! Lines, circles, schemes, letters and characters! Ay, these arethose that Faustus most desires. O what a world of profit and delight, Of power,of honor, of omnipotence. In this passage Faustus reveals his desire for thepowers that will bring him knowledge, but most importantly, fortune and fame. This further illustrates the renaissance belief in taking control of your ownlife and determining your own destiny. The tragedy of this story occurs whendespite Faustus attempts to gain knowledge and power beyond his reach, hefails. He fails because his illusions of grandeur clouded the choices he makes. Dr. Faustus is a man caught between traditions. He is trapped between thereligious Middle Ages and the man-centered Renaissance. This internal conflictis transformed to external by the use of the Good and Evil Angels. The GoodAngel is Representative of the God-fearing Medieval Period that believes indoing as God wishes, while the Evil Angel presents the views of a changingsociety where the potential of self is explored, in this case, at whatever cost. .u5425d6579f10ea05af925cbbe8bff2ba , .u5425d6579f10ea05af925cbbe8bff2ba .postImageUrl , .u5425d6579f10ea05af925cbbe8bff2ba .centered-text-area { min-height: 80px; position: relative; } .u5425d6579f10ea05af925cbbe8bff2ba , .u5425d6579f10ea05af925cbbe8bff2ba:hover , .u5425d6579f10ea05af925cbbe8bff2ba:visited , .u5425d6579f10ea05af925cbbe8bff2ba:active { border:0!important; } .u5425d6579f10ea05af925cbbe8bff2ba .clearfix:after { content: ""; display: table; clear: both; } .u5425d6579f10ea05af925cbbe8bff2ba { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5425d6579f10ea05af925cbbe8bff2ba:active , .u5425d6579f10ea05af925cbbe8bff2ba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5425d6579f10ea05af925cbbe8bff2ba .centered-text-area { width: 100%; position: relative ; } .u5425d6579f10ea05af925cbbe8bff2ba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5425d6579f10ea05af925cbbe8bff2ba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5425d6579f10ea05af925cbbe8bff2ba .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5425d6579f10ea05af925cbbe8bff2ba:hover .ctaButton { background-color: #34495E!important; } .u5425d6579f10ea05af925cbbe8bff2ba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5425d6579f10ea05af925cbbe8bff2ba .u5425d6579f10ea05af925cbbe8bff2ba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5425d6579f10ea05af925cbbe8bff2ba:after { content: ""; display: block; clear: both; } READ: Comparison contrast EssayThis is the type of conflict and transition that took place during this time. Although the major literary periods are usually denoted with dates, it isimpossible for one period to abruptly end and the other begin. Instead it is agradual change that takes place as a result, or inspite of literary works suchas this one.

Working student free essay sample

I have learned that the Department of Social Work and Development is in need of an area coordinator for the DSWD KALAHI-CIDSS National Community Driven Development Program of Region-7. Please consider me as an applicant of the position. I am RENE D. PASIOLAN, 50 years old and in good health. I finished my four year course as working student at Foundation University, Dumaguete City, taking up Bachelor in Agricultural Technology major in Animal Husbandry. If given chance to work with the project, I would do my best to exert effort and display my greatest potentials for the good of the DSWD program. Should an interview be desire, I am willing to come at your most convenient time. Respectfully yours, RENE D. PASIOLAN RENE D. PASIOLAN TAMPOCON I AYUNGON 6210 NEGROS ORIENTAL PHILIPPINES Mobile Number:09065533363 (Globe) :09176158004 (Globe) Email:[emailprotected] com PERSONAL DATA Date of birth:February 17, 1963 Place of birth:Ayungon, Negros Oriental Sex:Male Civil Status:Married Citizenship:Filipino Name of spouse:Leslie B. We will write a custom essay sample on Working student or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Pasiolan No. of children:42 Male 2 Female Height:5’9† Blood type:0+ Weight:84 kgs. SUMMARY OF QUALIFICATIONS: Graduated with the degree of BACHELOR IN AGRICULTURAL TECHNOLOGY, major in ANIMAL HUSBANDRY, Foundation University (FU), Dumaguete City. Has a wide range of experience in the field of agriculture. Also has seven (7) years experience as Community Organiser in Community Based Resource Management Project (CBRMP) of the Local Unit of Ayungon, Negros Oriental. Able to understand and speak English language, well acquainted in driving a two-wheel and four-wheel vehicle and a computer literate. Highly motivated to expand knowledge and skills, hardworking, resilient, likes to get things done on time, and works well with others. EDUCATIONAL BACKGROUND: Tertiary Degree: Bachelor in Agricultural Technology (B. A. T) Major in Animal Husbandry University: Foundation University, Dumaguete City Year Graduated: March 1987 Secondary: Guihulngan Vocational School Guihulngan, Negros Oriental Year Graduated: 1979 Elementary: Ayungon Central Elementary School Ayungon, Negros Oriental Year Graduated: March 1975 WORK EXPERIENCE: Year:2011 – Present Position:Security Officer Employer:MARBAN Investigation Security Agency La Vista Village Quezon City Year:2007 – 2010 Position:Barangay Chairman Barangay Tampocon I, Ayungon Negros Oriental Year: 2006 – 2007 Position:Municipal Environment and Natural Resource Officer(Designate) Employer:LGU Ayungon Ayungon, Negros Oriental Year:2000 – 2006 Position:Community-Based Resource Management Project Assistant Sub-Project Coordinator/Community Organizer Supervisor Employer :LGU Ayungon Ayungon, Negros Oriental Year:1996 – 2000 Position:Farm Technician (Rice and Vegetable Production) Employer:Ayungon Multi-Purpose Cooperative Ayungon, Neg. Or. Year:1987 – 1995 Position:Demonstration Farm Manager/Part time Instructor Employer:Foundation University College of Agriculture Dumaguete City Year:1883 – 1987 Position:Piggery In-charge (Working student) Employer:Foundation University College of Agriculture Working student free essay sample The figure is about 8% of the total number of college students in the country. CHED said working students today are mostly into food service, entertainment and sales, apart from their usual stints as library and research assistants. Dahil sa financial crisis, kailangan nila ng extra income, said lawyer Julito Vitriolo, officer-in-charge at CHEDs office of the executive director. Vitriolo added that these students are forced to work because of higher commodity prices and tuition fees. Jerry Rontal, who delivers oxygen tanks in a hospital. Rontal is currently taking up Criminology, and needs to pay a tuition fee of P24,000 for this semester. The amount does not include expenses for books, uniform and public transport. Gusto kong umangat sa hirap. Kakayanin po, kailangan po eh. Kung hindi ako kikilos, walang mangyayari, Rontal said. Despite their efforts, the pressure to balance work and school is just too much for many working students. We will write a custom essay sample on Working student or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The CHED said that only 50% of working students get to finish college, as many cannot cope and cannot concentrate on their studies, while some have poor health, while others give up because of insufficient funds. CHED advised working students to get jobs that are not that demanding, and that are more closely related to their courses. Report from Bernadette Sembrano, ABS-CBN News Ten to fifteen hours per week, on campus.† This is the typical response from faculty members and administrators who are asked how much undergraduate students should work at paying jobs while attending college. Available research supports this recommendation. Quantitative studies consistently show that retention rates are higher for students who work a modest number of hours per week (ten to fifteen) than they are for students who do not work at all or those who work more than fifteen hours per week. Research also shows increased academic success for students working on rather than off campus. Unfortunately, this simple recommendation is no longer feasible or realistic for the typical  undergraduate. Most college students are now not only employed but also working a substantial number of hours, a fact not widely understood or discussed by faculty members and policy makers. According to the National Center for Education Statistics, in 2007 nearly half (45 percent) of â€Å"traditional† undergraduates—that is, students between the ages of sixteen and twenty-four attending college full time—worked while enrolled. About 80 percent of traditional-age undergraduates attending college part time worked while enrolled. (See figures 1 and 2.) The share of full-time, traditional-age undergraduates working fewer than twenty hours per week has declined during the past decade (to about 15 percent in 2007), while the number working between twenty and thirty-four hours per week has increased (to about 21 percent in 2007). Today nearly one in ten (8 percent) full-time, traditional-age undergraduates is employed at least thirty-five hours per week. Contrary to the common belief that community college students are more likely to be employed than students at four-year institutions, the distribution of undergraduates by the number of hours worked is similar at public two-year, public four-year, and private four-year institutions, after controlling for differences in attendance status. Working is now a fundamental responsibility for many undergraduates. But understanding how employment affects students’ educational experiences is complicated by why students work. Many students must work to pay the costs of attending college. As College Board policy analyst Sandy Baum argues in a 2010 collection of essays I edited, Understanding the Working College Student: New Research and Its Implications for Policy and Practice, while some of these students are awarded â€Å"work† as part of their financial aid package, other students either do not receive work-study funding or find such awards insufficient to cover the costs of attendance. Some traditional-age students may use employment as a way to explore career options or earn spending money. For other students, particularly adult students, work is a part of their identity, as Carol Kasworm, a professor of adult education at North Carolina State University, and other contributors to Understanding the Working College Student point out. Regardless of the reason for working, trying to meet the multiple and sometimes conflicting simultaneous demands of the roles of student, employee, parent, and so on often creates high levels of stress and anxiety, making it less likely that  students will complete their degrees. Reconceptualizing Work Although students who work have an obligation to fulfill their academic responsibilities, colleges and universities also have a responsibility to ensure that all students—including those who work—can be successful. One obvious approach is for colleges and universities to reduce students’ financial need to work by reducing the rate of tuition growth and increasing need-based grants. Colleges and universities can also reduce the prevalence and intensity of employment through financial aid counseling that informs students of both the consequences of working and alternative mechanisms of paying for college. Nonetheless, given the recent economic recession (and its implications for tuition, financial aid, and students’ financial resources) as well as the centrality of jobs to students’ identities, many will likely continue to work substantial numbers of hours. Even on campuses where relatively few students work and those who do work relatively few hours and primarily on rather than off campus, the applicable research suggests that reconceptualizing â€Å"work† and its role in students’ learning and engagement could be beneficial. Often professors and administrators believe that employment pulls students’ attention away from their academic studies; they define any time spent in paid employment as necessarily reducing the amount of time available for learning. Qualitative data indicate that this time trade-off is real for many working students. But what if working were considered not as detracting from education but as promoting student learning? From a human-capital perspective, both employment (especially when defined as on-the-job training) and formal education build students’ human capital. Given this theoretical perspective as well as the reality of student employment, colleges and universities should consider ways to transform employment into an experience that can enhance students’ intellectual development. Understanding the Working College Student offers several strategies for transforming the role of employment in students’ educational experiences. One potential strategy is to develop connections between employment and learning by incorporating into coursework the knowledge gained through work-based experiences. Another strategy is to recognize formally the contribution of workplace experiences to student learning by awarding course credit for relevant employment  experiences. Several organizations offer mechanisms for assessing and awarding course credit for work and other prior experiences—for example, the College Board’s College-Level Examination Program and the American Council on Education’s College Credit Recommendation Service. Supporting Working Students Colleges and universities can also create a supportive campus culture for working students. To do so, faculty members and administrators must understand the learning and support needs of working students. While the national data paint a picture of student employment â€Å"on average,† individual colleges and universities must also understand the patterns of employment—and the implications of these patterns—on their own campuses. Colleges and universities must educate both professors and administrators about the prevalence of student employment and how to connect students’ workplace and academic experiences and then change institutional policies, practices, and structures to promote such connections. In particular, higher education institutions, especially those with large proportions of students working large numbers of hours, should consider whether their structures are oriented toward meeting only the needs of â€Å"traditional† students—that is, students enrolled full time and working ten to fifteen hours per week in on-campus positions. Creating an institutional culture that promotes the success of working students will require a campuswide effort that involves the faculty and administration. Colleges and universities should encourage, reward, and support faculty members who adapt their instructional practices to promote the educational success of working students. In Understanding the Working College Student, Paul Umbach, associate professor of higher education at North Carolina State University, and his co-authors demonstrate the educational benefits to working students when their instructors encourage cooperative learning, set high expectations for student achievement, and create assignments that require students to demonstrate deep learning. A campus teaching center may also support faculty efforts to help working students. Giving students the opportunity for meaningful one-on-one interactions with their professors is also critical to fostering a supportive campus culture, and such interactions may be particularly beneficial to working students. For example, Marvin Titus, assistant  professor of higher education at the University of Maryland College Park, uses quantitative analyses of data from the Beginning Postsecondary Students survey to show that the likelihood of completing a bachelor’s degree within six years increases with the frequency of student-faculty discussions in the first year of college, even after taking into account other variables. Mary Ziskin, Vasti Torres, Don Hossler, and Jacob Gross, researchers with the Project on Academic Success at Indiana University, use qualitative analyses to identify examples where instructors do not offer necessary assistance, either because they do not realize the challenges facing working students or because they do not believe they are obligate d to offer any additional assistance. Ziskin and colleagues also conclude that the academic success of many adult students may be jeopardized by their belief that their jobs, family commitments, and age make them â€Å"out of place† on campus. This problem can be remedied. Through one-on-one interactions, professors and administrators can promote adult working students’ sense of belonging and validate their presence on campus, thus encouraging their academic success. Colleges and universities should also consider other ways to adapt the delivery of instruction as well as academic and social support services to the needs of working students. John Levin, professor of education at the University of California, Riverside, and his colleagues suggest that by adapting these structures, institutions not only allow working students to become actively engaged on campus but also promote students’ self-confidence and motivation to succeed in college. Fostering Student Success The research collected in Understanding the Working College Student provides numerous suggestions for how to help working students succeed in college. These include offering courses in the evenings, on weekends, and in distance education formats; establishing course schedules in advance; offering students access to academic advising and other support services at night and on weekends; offering online course registration and academic advising; providing child-care options; and providing space for students to study between work and school. Colleges and universities can also help working students connect their employment and educational experiences through career counseling and occupational placement. Many undergraduate students struggle to meet the multiple demands of work, family, and school roles. Colleges and  universities have an obligation to ensure that all students—including working students—can succeed on their campuses. Reframing work as potentially enhancing student learning and ensuring that prevailing institutional policies, practices, and structures recognize that most undergraduates will have jobs while enrolled are important steps in the right direction. All the things happening in our country certainly affect the youth, but they should not drive us to despair. Instead, let us take them as a challenge to make a difference, for the future awaits us. Being a better youth today ensures a brighter future tomorrow. Let us always believe in God, pray without ceasing and stick to the hope that we can achieve our goals through sheer determination. Veronica V. Rillorta, 19, is taking up a computer secretarial course at the Vizcaya Institute of Computer Science in Bayombong, Nueva Vizcaya. The problem has been developed with the query as to how the corresponding workloads and required working hours of working students affect their studies at STI College Munoz. As a backgrounder, the primary objective of the study is for working students to overcome conflict between their corresponding workloads and required working hours as against their studies. In addition, this paper intends to provide encouragement and motivation to all students especially those who are financially distressed to pursue and finish a college degree in order to be competitive in the future and be able to realize their goals and aspirations. It may also provide learning experiences and information to faculty members and school administrators in the development and implementation of curriculum, syllabus, school policies and procedures, and other school activities. In order to accomplish our objectives, we adopted several methodologies in obtaining data and information such as conducting surveys by providing questionnaires to our subjects, obtaining graphs, tabulations and illustrations from libraries and the internet, and conducting interviews personally and directly with our target subjects to get assurance that our data, information and values gathered were correct and accurate. We also adopted the recommendation and referral approach to enhance our networking and be able to interview more samples as possible.