Why Is Rizal Our National Hero Essay Example For College

I. Background of the study We owe it to ourselves as Filipinos to revisit the writings of Dr. Rizal and try to gain an understanding of his ideals and hope for the Philippines. Dr. Rizal is a great gift of God to us, if we are to see it in a Christian perspective. But Dr. Rizal may be like a precious gift left unopened in the closet of our lackadaisical minds. Participating in the events being held this year is a good way to open our hearts and minds to the dreams of Rizal for a progressive and enlightened Filipino nation.

Reading and understanding his works will be another way for us to reach the goal of a truly free and independent Philippines. In June 1892 Rizal left two sealed letters with a Portuguese friend “to be opened and published after my death. ” In these letters Rizal explained to his family and his countrymen that he was returning to the Philippines to show by example that Filipinos knew how to die for principles.

This is the letter he wanted us to read, a letter that will illustrate to anti-Rizal advocates why Rizal is our national hero: The step that I have taken, or am about to take, is undoubtedly very risky, and it is unnecessary to say that I have pondered on it a great deal. I know that everyone is opposed to it but I realize also that no one knows what goes on in my heart. I cannot live knowing that many are suffering unjust persecution because of me; I cannot live seeing my brothers [hermanos] and their large families persecuted like criminals. I prefer to face death and gladly give my life to free so many innocent persons from this unjust persecution.

I know that, at present, the future of my country gravitates in part around me; that with my death, many would rejoice, and that, consequently, many are longing for my end. But what am I to do? I have duties of conscience above all else; I have moral obligations toward the families who suffer, toward my aged parents whose sights pierce my heart; I know that I alone, even my death, can make them happy by returning them to their country and the tranquility of their home. My parents are all that I have, but my country has many sons still who can take it to advantage.

Moreover, I wish to show those who deny us patriotism that we know how to die for our duty and for our convictions. What matters death if one dies for what one loves, for one’s country and for those whom he loves? If I know that I were the only pillar of Philippine politics and if I were convinced that my country men were going to make use of my services, perhaps I would hesitate to take this step, but there are still others who can take my place, who can take my place to advantage.

Furthermore, there are those who find me superfluous and in no need of my services, thus they reduce me to inaction. I have always loved my poor country and I am sure that I shall love her until my last moment. Perhaps some people will be unjust to me: well, my future, my life, my joys, everything, I have sacrificed for love of her. Whatever my fate may be, I shall die blessing my country and wishing her the dawn of her redemption. ” (The Philippine Daily Inquirer, 12/31/89) The great part of Dr.

Rizal’s relevance to the lives of Filipinos is, ironically, the fact that the social problems that our hero had fought for in his lifetime are tragically still plaguing our homeland today. The violation of human rights, the iniquity between the ruling class and the majority of the masses, the medieval practice of the Christian faith, the corruption in the government and its bureaucracy and those controlling economic production are just as bad now, if not worse, more than 116 years after Dr. Rizal had sacrificed his life for his country. B. Statement of the Problem:

This study aims to answer this question: 1. Why is Dr. Jose Rizal our national hero? C. Significance of the study College Students who is taking up the Rizal course: This research paper would be able to help students in college who are currently taking up the Rizal course. The Rizal course is mandated by Republic act 1425, which was authored and fought for by Claro M. Recto RA 1425 also known as the Rizal law. Meaning all college students would benefit in this research as all courses are required to include the Rizal course in their curriculum.

Teachers and Professors: Teachers and professors of Philippine History and the Rizal course would benefit from this study because they would be able to make use of the information imparted in this research in preparing lesson plans and similar instructional activities for interested students. Future Researchers: This study is very helpful for future researchers that will make similar studies for this research could be a good source of information. D. Scope and Delimitation This study focuses on the fundamental considerations or criteria on why is Dr. Jose Rizal chosen as our national hero. E.

Materials and methods The method we use is the qualitative method we used it because our study is about a single person and his significance. ”Qualitative research is a method of inquiry employed in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. ” (Denzin, Norman K. & Lincoln 2005) The materials we used is books and other readily available materials like the internet and other research of the same topic F. Definition of terms Hero – a man admired for his achievements and noble qualities; one who shows great courage.

Nobility – the quality or state of being noble in character, quality or rank; aristocracy Lackadaisical – lacking lif, spirit, or zest; languid Bureaucracy – government characterized by specialization of functions adherence to fixed rule, and a hierarchy of authority. Chapter 2 DISCUSSION What are the fundamental considerations or criteria on choosing Dr. Jose Rizal as our national hero? Historians and laymen can produce many reasons why Jose Rizal is the national hero of the Philippines. Below are some of the most frequently cited ones. Nobility and Dignity What set Rizal apart from the others were his methods.

Instead of relaying on the sword, he relied on the might of the pen. Using this method he was able to produce novels and poems that touched the Filipino’s soul. Without resorting to violence, he made Filipinos realize the oppression they were going through under the Spaniards. In his poems he also made it clear how important it was to love one’s country. It was a noble approach and something unique. Instead of raising arms, he embedded in the Filipino an idea. Unlike warriors, an idea cannot be killed. It is this reason why Jose Rizal is the national hero of the Philippines.

Showing the Filipino Potential Rizal was a brilliant writer and poet. He was able to speak several languages and highly skilled. He was able to use his intelligence to set forth his beliefs and opinions clearly. As such, he was able to show his countrymen and the world what the Filipino could be capable of. By becoming a novelist, engineer, writer etc. Rizal showed that there was no limit to the ability of the Filipino. Fighting for Freedom Through his works, Rizal was able to revolutionize the way that the Filipino thought. That is another reason why Jose Rizal is the national hero of the Philippines.

Even without making rousing speeches or bold declarations, he was able to stir the people’s inner spirit. He showed that without killing another man, one can fight oppression. He also demonstrated how the power of the pen could be stronger than the sword. He also showed how someone could bring about change without resorting to violence. A Reformist Rizal was also different from the other revolutionaries in other ways. He didn’t just want freedom for the people. He wanted reforms. Through his works he wanted to show how important it was for the Philippines to be civilized.

The reason why Jose Rizal is the national hero of the Philippines is because he looked far beyond overthrowing the Spaniards. He was interested in the long term situation of the country. Dying for His Country Even though he carried no arms, Rizal was very brave and courageous. He used his pen to expose the hypocrisy of the Spanish authorities. He was not afraid of the authorities even when they threatened him with execution. In the end, his written works cost him his life. But he knew that his death was not in vain. The man knew that while they could kill his mortal body, the idea of freedom was forever in the minds of the people.

It was a concept that would burn in the minds of every man. As long as the ideal was burning in the heart, the death of Rizal would only be in the physical sense. In spirit, he was in every individual. The ideals that he fought for are still alive today. There are many challenges facing the Filipino. But the reasons why Jose Rizal is the national hero of the Philippines continues to inspire the Filipino to march on. A Hero to Filipinos Of utmost significance in the public’s appreciations of Rizal’s patriotic labors on behalf of his people were the tributes paid by the revolutionary government to his memory.

In his opening address at the congress assembled in Malolos, Bulacan on September 15,1898 President Aguinaldo invoked the spirits of the departed heroes of the Fatherland: “The illustrious spirits of Rizal, Lopez-Jaena, and Marcelo H. Del Pilar! The august shades of Burgos, Pelaez, and Panganiban! The warlike geniuses of Aguinaldo (Crispulo) and Tirona, of Natividad and Evangelista! Arise a moment from your unknown graves! ” Then on Dec. 20, 1898, at the revolutionary capital, Malolos, President Aguinaldo issued his first official proclamation, making December 30 of that year “Rizal Day” Chapter 3 Summary and Conclusion

I. Summary There’s an issue that Rizal was an American-sponsored hero since it’s the Americans who chose him as our national hero. But nothing can be farther from the truth. In the preceding pages, we have shown beyond a shadow of doubt that the “Great Malayan” (F. Blumentritt’s description of Rizal) through his sacrifices for the good of his oppressed countrymen, projected himself as the foremost leader of the Philippines until the moment of his immolation, a fact that was spontaneously acknowledged not only by his own people, but also by the elite of other lands who intimately knew his patriotic labors.

We have likewise shown that immediately after his execution on the fateful morning of December 30, 1896, his own people justly acclaimed him as their foremost hero and martyr, and that Filipinos’ admiration for him has increased with the passing of time. Here are the reasons that puts his name as our national hero. a. ) His nobility and dignity. b. ) The “First Filipino” that showed the world the capacity to greatness of our race. c. While other reformist wants us to be still a colony of Spain Dr.

Jose Rizal wants to separate with Mother Spain in a peaceful manner. d. ) He had sacrificed his entire life for the betterment of our country. e. ) He had already been a hero to his countrymen long before he was declared our national hero. II. Conclusion We have shown in this research that Rizal was not only a great hero but the greatest among Filipinos. As a matter of fact, the savant Prof. Ferdinand Blumentritt claimed that he is “the most prominent man among his own people” and “the greatest man the malayan race has produced”.

For the last time, we repeat: Why is Rizal our national hero? The answer is because he is the man most honored after death by public worship due to his most exceptional service to the Filipino people. In the final analysis, then, there is no single person or group of persons who was responsible for proclaiming the greatest Malayan the no. 1 hero of his people. Rizal himself, his own people, and all the foreigners who knew him intimately all together contributed to proclaiming him the greatest hero and martyr of his people.

The Reasons For Student Plagiarism And Ways To Avoid It

PThe reasons for student plagiarism and ways to avoid it This is an essay examine that the reasons for students’ plagiarism and how can avoid it in maximum extent by education. In the first place, this essay analyzes some possible cause of the phenomenon of students’ plagiarism. In the second place, this essay investigates the influence of teaching to decrease the incidence of plagiarism. In this age of change, the human race is progressing rapidly on various fronts. Yet at the same time, many problems have arisen, a serious one of which is the plagiarism.

An increasing amount of students get into the internet to search the information and just copy, paste, and make it together when they’re supposed to be an assignment. According to Wang(as cited in Park, 2003), a definition of plagiarism is that copy someone’s thoughts and words using in their own articles without any reference(p. 743). There are two types of plagiarism in normal conditions. One of them is intentional plagiarism, the other one is unintentional plagiarism. Intentional plagiarism occurs when students copy others words or thoughts using in their own essay.

Copying an essay or article from the Internet, is one of the most popular ways of intentional plagiarism. For example, a student fabricating a source without quoting or giving credit by the author is intentional plagiarism. It is obvious that the causes of plagiarism are diverse, especially for intentional plagiarism. The reasons are discussed below. First of all, the main reason of university student intentional plagiarism is that the education factors, they were produced as a model when they were high school students. As a result, they are lack of creativity.

In the past study career, they are trained to become a group which lack of ability to original. Moreover, students in university usually do not know how to manage their time. Afterward when deadline does arrive, they would have as much pressure and work built up. And besides, they are lack of organizational skills. In the meantime, they have to do a lot of research and complete their essay with thousand of words. It is not easy for them, they will be overwhelmed by the large task and procrastinate. Then might find some ways make it easier for them, such as plagiarize online.

More importantly, they are lack of confidence. Some students in university lose their confidence and have not been in school for a long time because of they cannot understand what the teachers talk about. Also, students might riddle with self-doubt in their academic work and plagiarize from others work. Finally, the institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors and external pressures are also some important reasons of university student intentional plagiarism (Devlin & Gray, 2007).

However, this essay not only focuses on student intentional plagiarism but also discuss about the reasons for university student unintentional plagiarism. Unintentional plagiarism occurs when students using the words or thoughts of others without quotation or given credit by the author; because of they do not have any knowledge about what to do and how to do. Examples of unintentional plagiarism include Citation Confusion, paraphrasing by only change the sentence structure and did not change the words, or simply change the words did not change the sentence structure and Word Substitution.

According to Bamford and Sergiou (as cited in Perry), “some students believe that if you copy from several different sources, and then combine them, it is not actually plagiarism but ‘research’ ” (2001). This is the reason why student complete their essay without sense of plagiarism. It means that, students did unintentional plagiarize do not even know they are plagiarizing or not. From those factors of plagiarism, there are several strategies to help students avoid plagiarism and reduce the incidence.

Firstly, the university should let students know the consequences of plagiarism; make sure that gave students enough cautions. As a student, if the cost of getting caught is too high, he or she is not willing to plagiarize. Secondly, the teachers in university should teach students that how to complete their assessments, essays and reports with citation in the correct way. Otherwise, the incidence of unintentional plagiarism wills increase.

Furthermore, the professor teaches students skills to recognize how to paraphrase information properly by way of example (Snow, 2006). Most importantly, the most effective is way to set up a system for check up on students’ sources, such as Turn-It-In, which is one of the most popular checking systems. It will encourage student to check their own work whether plagiarism or not before their submission. And besides, students will try either consciously or unconsciously to avoid any plagiarism.

Particularly, the purport of this system is guarantee for avoid intentional plagiarism in maximum extent. Students would not dare to copy while they were asking to Turnitin. People who are doing education study should not only be satisfied with ways to stop plagiarism, but also they have to find out that plagiarism prevention. According to (Deubel, 2005) “educators should not always assume that… mentality of learners”, Educators in new century have to try their best to do more research about students plagiarism.

Most importantly, educators should develop a better prevention measures and a new education method instead of the old method. In conclusion, both intentional plagiarism and unintentional plagiarism are absolute plagiarism. It means that regardless of intentional or not, Plagiarism is immoral and illegal. On the one hand, some students who eager to finish an essay with smattering of knowledge about information or research and so little expenditure of time is the root causes of intentional plagiarism.

On the other hand, as a result of the lack of knowledge and the insufficient perception of copy, some student failing to avoid plagiarism. Therefore, the teaching in university effectually decreased the incidence of plagiarism and satisfy the requirements of help students not only master the writing skills but also check their work assume as intentional or unintentional plagiarism. Overall, in order to furthest reduce the occurrence of plagiarism. It is necessary to combine the contribution of teachers and students in the future.

References list

Wang, Y. (2008). University student online plagiarism. International Journal on E-Learning, 7(4), 743-757. Retrieved from www.proquest.com

Devlin, M.& Gray, K.(2007). In their own words: a qualitative study of the reasons Australian university students plagiarize. Higher Education Research & Development, 26(3), 181-198. doi:10.1080/07294360701310805

Bamford, J. &Sergiou,K.(2005). International Students and Plagiarism: an analysis of the reasons for plagiarism among international foundation students. Investigations in university teaching and learning, 2(2), 18-22.

Deubel,P.(2005). Plagiarism: Prevention Is the Name of the Game. English Leadership Quarterly, 28(1), 6-11.

Snow,E. (2006). Teaching Students about Plagiarism: An Internet Solution to an Internet Problem. Innovate, 2 (5).Retrieved from http://www.innovateonline.info/index.php?view=article&id=306

Interpersonal Relationship And High Self-monitors

Self-Monitoring and Dating

Courtney Borovskis, Ramapo College of New Jersey

Change is an unavoidable force that affects various aspects of our lives, including the preferences and styles of different generations. However, there is one area where societal evolution seems to stagnate. Irrespective of our age or generation, we are expected to adhere to social conventions by seeking a partner and engaging in a committed relationship.

The primary focus of social behavior studies in society has been on romantic relationships. Researchers have extensively examined and analyzed this particular aspect through various experiments. The objective of this research paper is to explore the impact of self-monitoring on dating. The psychological concept of self-monitoring connects all these experiments and discoveries.

The theory of self-monitoring examines how individuals regulate their behavior, particularly in relation to romantic partners. It proposes that people are aware of how they are perceived by potential partners and make efforts to enhance their appeal and establish positive connections. This theory classifies individuals into two categories: high self-monitors and low self-monitors. High self-monitors actively observe themselves and desire validation and positive reactions from others.

The passage explores the distinctions between high self-monitors and low self-monitors in social settings. High self-monitors exhibit greater control over their expressions, adapting their behavior, beliefs, attitudes, and dispositions to fit the specific social context. Conversely, low self-monitors remain authentic to themselves without feeling the need to falsify their true selves for acceptance. Both terms – “high self-monitors” and “low-self monitors” – have been used for many years, allowing researchers ample opportunity to extensively study individuals falling into these respective categories. Extensive research has consistently demonstrated that high self-monitors significantly alter their behavior based on the circumstances they find themselves in while low-self monitors remain consistently genuine. This distinction is firmly established and supported by numerous researchers.

Norris and Zweigenhaft (Norris, Stacy L., Zweigenhaft, Richard L.) conducted an experiment to investigate the correlation between self-monitoring and trust. They included both male and female participants in their study, focusing on college students in the US. The primary emphasis was on commitment and relationships. Another research by David Shaffer and Dorris Bazzini added a new element to the concept of self-monitors. Their findings suggested that when partners are selected from a large pool of candidates, there is limited evidence of self-monitoring in dating situations.

Shaffer and Bazzini’s experiment with 50 male and 50 female undergraduate participants consistently found that men prioritize attractiveness when selecting a partner. Additionally, they support the idea that some individuals modify themselves to appear more appealing to others. On a related note, Jeffrey Hall, Namkee Park, Hayeon Song, and Michael Cody take the concept of self-monitoring to a higher degree.

Examining factors such as gender, self-monitoring, the big five personality traits, and demographic characteristics, researchers found that individuals with greater extrinsic motives tend to be high self-monitors, while those with low self-monitoring exhibit more intrinsic motives. They conclude that self-monitoring is the most influential factor in addressing misrepresentation in dating (Hall, Jeffrey A., Park, Namkee, Song, Hayeon, Cody, Michael). Melinda Jones conducted a study at the University of Pittsburgh involving 231 undergraduates. Her findings supported the theory proposed by Hall, Park, Song, and Cody. Jones conducted two separate studies focusing on high self-monitors and low self-monitors respectively (Jones, Melinda). Despite being conducted at different times and in different ways, all four studies yielded similar results.

The text indicates that all the theories presented in Mark Snyder and Jeffry Simpson’s target article are in line with each other. It highlights a common belief in our society that people are always searching for a significant other. The studies mentioned have confirmed the existence of two distinct categories in the way people find their partner. These categories, determined through various experiments involving undergraduate participants, are known as high self-monitoring and low self-monitoring. Both categories exhibit distinct characteristics.

After conducting extensive research and a personal experiment at Ramapo College, it has been concluded that self-monitoring greatly affects the dating process. The key factor in this discovery is self-esteem. Individuals with a positive self-perception have a higher tendency to authentically showcase their true attributes, leading to reduced self-awareness within relationships. On the other hand, those with low self-esteem tend to excessively monitor themselves, ultimately influencing their future relationships.

My experiment investigates the dating behaviors of individuals with high self-monitoring. The results indicate that they participate in more frequent, yet shorter-duration dating experiences. However, they are more inclined to choose a partner when seeking romantic or friendship relationships. Conversely, individuals with low self-monitoring tend to date for longer periods and feel more comfortable selecting a friend for activities. In conclusion, I anticipate that a higher proportion of low self-monitoring individuals will be exclusively engaged in dating compared to those with high self-monitoring tendencies.

The study aims to examine the self-monitoring and dating behaviors of students at Ramapo College of New Jersey. To ensure reliable and meaningful results that can be compared with our hypothesis, we initially surveyed 161 volunteers from across the entire campus of Ramapo College. However, for this specific project, our focus was on the bottom 25% and top 25% percentiles, excluding the middle 50% from the analysis.

The final number of undergraduate students who volunteered to participate in the experiment was 105 after removing the middle 50%. These participants, aged between 18-25, were divided into lower and higher percentiles with 47 individuals in the former and 58 individuals in the latter. The gender distribution consisted of 63 women and 42 men. The procedure involved selecting the experiment, completing surveys, and gathering the participants. In my presence, each participant was then read a cover story.

In my Social Psychology class, I conduct a study to collect data on various topics. I emphasize the confidentiality of all answers and assure participants that they can choose to withdraw at any time. To start the experiment, I provide each participant with a consent form and proceed once I receive their verbal consent. The study involves a two-page survey that asks about their dating history and current relationship status. After each participant completes the survey, I analyze the collected data and compile the results.

The dependent variable for my experiment is the type of relationship and dating behavior of the participants, as well as their self-monitoring category (high or low). The independent variable, which I as the experimenter cannot control, is the actual participants, specifically college undergraduates aged 18-15 enrolled in Ramapo College. Unlike the target article, I did not provide the participants with actual subjects.

The survey involved participants envisioning themselves in various scenarios and responding to a specific inquiry. Despite using different approaches to carry out the experiment, our primary objective remained consistent, enabling us to compare and evaluate the outcomes. The results of my investigation were extremely captivating. Prior to distributing the survey and gathering data, I posited that individuals exhibiting high self-monitoring characteristics would have brief yet frequent dating encounters while being selective when choosing friends or partners.

Individuals with low self-monitoring tendencies have a preference for longer relationships and socializing with friends over romantic partners. More individuals with low self-monitoring traits are likely to choose exclusive dating compared to those with high self-monitoring traits. The research findings indicate that the duration of exclusive dating among participants is statistically significant, as confirmed by a p-value of .048, which falls below the threshold of .05.

Through my research, I have discovered a correlation between the duration of a relationship and an individual’s self-esteem in relation to their self-monitoring behavior. Specifically, individuals with low self-monitoring tendencies had an average score of 14.5667 (SD = 17.25605), while those with high self-monitoring tendencies had an average score of 11.9583 (SD = 9.46609). This was the only significant finding in my study.

Regarding the preference for a partner or friend among high and low self-monitors, the results were not statistically significant (p = .60). Low self-monitors had an average score of 1.1222 (SD = .22289), while high self-monitors had an average score of 1.0972 (SD = .18334).

Similarly, when considering participants who were not exclusively dating, there were no significant findings either. The p-value for comparing low and high self-monitors based on the number of dates they went on during the current year was .890. Low self-monitors went on an average of 1.5682 dates (SD = 1.7266), whereas high self-monitors went on an average of 1.6182 dates (SD = 1.71584).

The main objective of this experiment was to replicate Study 2 and Study conducted by Mark Snyder and Jeffry Simpson, where they found that high self-monitors from Study 2 were more open to potentially replacing their current partner with a friend of the opposite genderIn addition, Study 3 found that individuals who are high self-monitors have dated more people in the last year, leading to shorter relationships.

Contrary to expectations, the experiment yielded slightly different results. It was observed that individuals with a strong inclination towards self-monitoring were less inclined to replace their current partners with opposite-sex friends. However, despite this distinction, several similarities between our studies emerged. In my research, participants who were not exclusively dating and exhibited high self-monitoring tendencies demonstrated a greater propensity for shorter-term dating with multiple individuals, aligning with Snyder and Simpson’s findings. We anticipated that our respective studies would produce comparable outcomes.

Our participant database was built using a similar generation as Snyder and Simpson. We gathered data from a university, specifically targeting the undergraduate population. It is evident that dating and relationships hold varying significance across different generations. The expectations within a dating or a more serious relationship differ based on age and personal circumstances. Therefore, since I selected participants from the same age range as Snyder and Simpson, it was inevitable for my findings to align with theirs.

Both my own experiment and the one conducted by Snyder and Simpson do not violate any ethical guidelines. In class, we discussed various ethical concerns, particularly experimenter bias. However, it is evident that neither experimental procedure exhibits any bias. There is a potential for demand characteristics to affect a study like this, where participants may try to understand the purpose of the experimenter and unconsciously alter their behavior. Nevertheless, in my specific experiment, I believe that demand characteristics did not influence my results in any way.

However, since I did not require my participants to take any action and only asked them questions, this type of bias would not be relevant. Another topic that was discussed in class and may affect various experiments is confounds. These are underlying variables that could affect the results by creating a false connection between the dependent and independent variables. In this particular experiment, there is no space for confounds to affect the results or the credibility of my findings.

In psychology, construct validity is constantly questioned. This refers to whether or not the measurement tool, such as a survey in this study, accurately measures the concept under study. In this specific study, I believe that the survey properly measures the role of a person’s personality and self-esteem (high or low self-monitors) in their dating and relationship.

This study in psychology examines ethical standards and considers variables and potential issues during an experiment. The results reveal a significant connection between an individual’s personality and their self-esteem, especially in their interactions with possible partners. This correlation was specifically observed among undergraduate students at Ramapo College.

References: Hall, J.A., Park, N., Song, H., & Cody, M.

{@source-Journal(‘Strategic misrepresentation in online dating: The effects of gender, self-monitoring, and personality traits’, ‘J. (2010)’, ‘doi:10. 1177/0265407509349633’)}

{@source-Journal(‘Self-monitoring and dating relationships’, ‘Snyder, M., & Simpson, J. A. (1984)’, ‘doi:10. 1037/0022-3514. 47. 6. 1281’)}

{@source-Journal(‘Influence of self-monitoring on dating motivations’, ‘Jones, M. (1993)’, ‘doi:10. 1006/jrpe. 1993. 1014’)}

{@source-Journal(‘Self-monitoring, trust, and commitment in romantic relationships’, ‘Norris, S. L., & Zweigenhaft, R. L. (1999)’, ‘doi:10. 1080/00224549909598375’)}

{@source-Journal(‘What do you look for in a prospective date? Reexamining the preferences of men and women who differ in self-monitoring propensities’, ‘Shaffer, D. R., & Bazzini, D. G. (1997)’, ‘doi:10. 1177/0146167297236004’)}

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