Objective: From the review of the theories of the cycle of violence, gender violence and the social construction of masculine and feminine identities.

Methodology: Carried out a non - experimental, exploratory and descriptive study with a nonrandom selection of students a public university with the aim of establishing a balance and a prospective expectation of violence.

Results: The results show that of synaptic weights are explained by incoming, and outgoing latent layers on the pre-contemplation of violence, contemplation of aggressive relationships and personal change. 

Conclusion: Lines alluding to the kind of relationship research, negotiation and consensus decision making to warn couple conflicts.

Natiyak sa pag-aaral na ito na matukoy ang gamit ng dayalektong Sorsoganon sa mga karaniwang pormularyo na ginagamit ng ahensyang pansakuna. Deskriptib-analisis ang ginamit na disenyo sa paglikom ng mga datos na kailangan sa pag-aaral na ito. Ang mga kalahok ay binubuo ng kawani at kliyente ng Sorsogon Provincial Disaster Risk Reduction and Management Office (SPDRRMO) at Municipal Disaster Risk Reduction and Management Office (MDRRMO) ng 14 na bayan at isang (1) lungsod sa Sorsogon.  Isang sarbey at pakikipanayam ang ginawa para makuha ang mga datos na kailangan sa pag-aaral. Gumamit ng frequency count at pagraranggo sa pagtataya ng mga datos.

     Natuklasan na may iba’t ibang uri ng karaniwang pormularyo ang ginagamit sa ahensyang pansakuna. Lahat ng pormularyong ginagamit ay magkakatulad sa 14 na bayan at isang lungsod sa Sorsogon. Kadalasang nakasulat sa wikang Ingles ang mga karaniwang pormularyo ng ahensyang pansakuna. Marami ang suliranin sa pag-unawa ng mga pormularyo ng ahensyang pansakuna subalit ang pinaka suliranin ay ang kakulangan ng pagsasalin ng mga pormularyo sa wikang higit nilang mauunawaan. Sa tulong ng mga kalahok sa pag-aaral ay nakabuo ang mananaliksik ng kalunan ng mga naisalin na pormularyong ginagamit ng ahensyang pansakuna. Isinalin ang mga pormularyo sa dayalektong gamit ng bawat munisipalidad sa probinsya ng Sorsogon: Bikol-Castilla, Bikol-Pilar, Bikol-Donsol, Bikol-Pilar, Bikol-Prieto Diaz, Bikol-Casiguran, Bikol-Juban, Bikol-Irosin, Bikol-Sta Magdalena, Bikol-Magallanes, Bikol-Matnog, Bikol-Gubat, Bikol-Sorsogon, Bikol-Barcelona, Bikol-Bulan, at Bikol-Bulusan.

Inirerekomenda na isulong ang pagsasalin ng mga pormularyo at IEC materials na ginagamit sa ahensyang pansakuna. Isalin ang mga ito sa wikang mauunawaan ng mas nakararami lalong lalo na ng mga lokal na mamamayan. Pagyamanin ang wikang Filipino kasabay ng pagpapayaman sa sariling dayalekto. Gamitin ito sa pakikipagkomunikasyon at pakikipagtransaksyon sa araw-araw na pakikipamuhay.Sa pagpapasagot ng mga pormularyo sa anomang ahensya, siguraduhing malinaw, nauunawaan at naipaliwanag ng maayos sa mga taong sasagot ang mga hinihinging impormasyon upang masiguro na maibibigay nila ang angkop na kasagutan para sa mga hinihinging impormasyon.  Magkaroon ng mga seminar at gawaing magbibigay edukasyon at kaalaman sa mga karaniwang mamamayan tungkol sa mga paksang may kinalaman sa DRRM. Magsagawa pa ng mga pag-aaral na may kaugnayan sa kasalukuyang pag-aaral para sa mga susunod na mananaliksik.

This study tries to investigate impacts of integrating CALL in classroom enhancing EFL learning gaps. This study also tries to provide local voice and insight of implementing CALL into Iranian EFL contexts as well as global perspectives in CALL. There is no qualm that CALL mediated is adhered as technology development to convey and paving paths which we are interacting with each one of community members specially in EFL context users; tutors or pupils. So, primary goal of research is to find how information and communicative technology and its methodology can be effectively utilized to ameliorate cumbersome and prohibitive EFL teaching-learning obstacles. Based on findings it can be predicted that CALL helps to learn FL skills. Recent research has focused to go over status of CALL and non-CALL settings to investigate what students do while to use CALL technology in EFL contexts for their language learning activities. While a lot of studies have carried out research in a laboratory context or through structure observation, this study explores learners’ interactions and challenges within CALL. The results indicate significant changes in participants’ scores after to use CALL to learn EFL skills in contrast to non-CALL environments. It examines strategies in which persuade students’ challenges for their developing CALL professionals and brief overview of three stages of CALL history, teachers’ jobs about computer assisted language learning in classroom for language learning purposes, Web 2.0 applications and a purview to CALL components.

Reading comprehension ability is potency of students to comprehend meaning of written texts, text details and main ideas. Furthermore, ability of reading comprehension activated learners to communicate with writers. To understand main ideas of written texts, help learners to be aware and to get particular messages from texts. Cognitive and metacognitive knowledges help readers to analyze, to summarize, to judge, and to distinguish main idea of reading texts and also more details about writer viewpoints to predicate and decision making to monitor text contents too. Monolingual students are those groups which must be aware about impacts of metacognitive strategy upon reading development and comprehension through to prepare and emanate bio feedbacks with teachers. Hence, monolingual groups have to be taught more than bilingual ones due to their low – proficiency levels and also their weak knowledge capacities about reading development strategies. Indeed, today understanding the effective strategies which help to learn language skills for all of scholars in TESOL domains is very significant, so every teacher that is aware about efficacy of those psychological strategies like cognitive and metacognitive or both; he or she is able to teach language skills particularly reading comprehension very conveniently and more productive language learning results. Without understanding reading strategy text comprehension to learn language skills is impossible.