Take a look at excerpts (which means that these are not the complete presentation

from the original) from different thesis and dissertation writers for you to have more
samples on how to do the review of related literature.
From Dumlao (2019)
Review of Related Literature
The Philippine Business for Education (2019) claimed that many companies
accept only job applicants with at least two years of college education, which
potentially excludes SHS graduates. The hesitance to hire SHS fresh graduates was
confirmed by the Philippine Chamber of Commerce and Industry's Human Resources
Development Foundation Inc. (PCCI HRDF). Private firms believe that the necessary
skills and training that industries need are not yet provided by the current SHS
program, pointing to the minimum school requirement of 80 hours for work
immersion, which is not enough for in-depth exposure of TVL students to skills
application and for acquiring soft skills that are necessary for them to land a job,
such as communication skills, work ethic, teamwork behavior, leadership skills, and
correct attitudes and values for the kind of work they are going to be in. These are
manifestations that industries are yet to be convinced about what SHS graduates
can do before hiring them. Technological skills and soft skills like creativity and
problem-solving are the fourth industrial revolution economy's emerging skill needs.
Therefore, there is a need to justify the responsiveness of the K to 12 curriculum
and the school environment's capacity in preparing graduates for industry needs.
Egay (2021) observed that most of the SHS graduates continue with higher
education rather than enter the labor market and that the lack of clear labor market
advantage of SHS over Grade 10 completers calls for a re-examination of the work
preparation component in the SHS curriculum. She believes that producing world-
class workers does not happen only because of additional two years minus the
classrooms and facilities along TVL track necessary to develop practical and
industrial skills among our senior high school graduates especially under the TVL
track, which plays a vital part in their potential employability. Insufficient laboratory
rooms, lack of skilled teachers, limited references, and lack of learning modules
congruent to the competencies indicated in the Curriculum Guide, delayed and
limited MOOE for SHS logistics, lack of related training, lack of networking linkages
or partnerships with government agencies, industry and non-government
organizations (NGOs) for employment opportunities are unfavorable realities in the
course of implementation. She opined that there may be a need to consider and
exercise flexibility within our education system to revise the curriculum based on
forecasted future industry needs and local demand. A needs assessment has to be
conducted regularly so that School Heads are well guided to the kind of
specialization under the TVL track that has the highest demand of employment in
the local setting. Let us not forget that the learners who opted to take the TVL track
are expecting more skills training that may lead them to productivity at work. Yet we
put too much pressure by burdening them with mandatory and lengthy research
projects and more academic subjects not related to their objective of gaining
employment after graduation.
 Orbeta and Potestad (2020) confirmed in their study that only a small
proportion (a little over 20 percent) enter the labor force and most of them (more
than 70 percent) continue with their education. The estimations also find a mixed
result with SHS graduates sometimes performing better and sometimes poorer
relative to their peers in terms of labor market outcomes. These suggest that there
is a need to reexamine employment and the entrepreneurial objective of the SHS
given the expressed and realized propensity of SHS graduates to continue with their
education rather than entering the labor market. There is also a need to continue to
examine and validate the effectiveness of the work preparation component of the
SHS curriculum. Furthermore, there is a need to continue working with employers
informing and demonstrating to them what SHS graduates can do and eventually
clearly defining the right niche for them in the labor market. Finally, this calls for
continued close monitoring and generating empirical evidence to help understand
the role of SHS graduates in the labor market.

In the survey conducted by Jobstreet (2018), only 24percent of employers

using their website are ready to hire the first batch of graduates of the K-12
program, 35 percent are not ready while 41 percent are still undecided. The lack of
available positions for non-college graduates 'and the supposed insufficient work
experience of L-12 graduates were the primary reasons cited by the employees who
said that they are not accepting senior high school graduates.
Garcia and Yazon (2020) described and correlated the performance,
alignment to work immersion program, and employability of Senior High School
graduates in the Division of Calamba City. The work habits, work skills, and social
skills of the Senior High School graduates met at least the minimum job
requirements set by the Work Immersion partner institutions. Findings revealed that
indicators pertaining to the alignment of Work Immersion program/experience in
terms of personal skills, technical skills, and work applicability revealed as highly
aligned. The program is very useful in terms of work readiness, extent of use of the
skills, status of employment, alignment of track, waiting time, and salary. This
research found out that having greater personal skills, technical skills, and work
applicability tend to have higher extent of students employability. It is suggested
that academic institutions are motivated to continuously look for industries that will
suit and enhance the skills of the students for them to be productively immersed
and prepared for.

Reprinted with permission from the Author

From Generoso (2019)
Persons with Disabilities
Persons with disabilities (PWDs), according the UN Convention on the Rights
of Persons With Disabilities, include those who have long-term physical, mental,
intellectual, or sensory impairments which in interaction with various barriers may
hinder their full and effective participation in society on an equal basis with others.
The International Classification of Functioning, Disability and Health (ICF)
refers to disability as “an umbrella term covering impairments, activity limitations,
and participation restrictions. An impairment is a problem in body function or
structure; an activity limitation is a difficulty encountered by an individual in
executing a task or action; while a participation restriction is a problem experienced
by an individual in involvement in life situations". The ICF's definition of disability
denotes a negative interaction between a person (with a health condition) and his
or her contextual factors (environmental and personal factors). A comprehensive
approach in interventions is then necessary for persons with disabilities (PWDs) as it
entails actions beyond the context of health, but more on helping them to overcome
difficulties by removing environmental and social barriers (WHO, 2013).
However, [Link] a medical
model of disability which says people are disabled by their impairments or
differences. Under the medical model, these impairments or differences should be
'fixed' or changed by medical and other treatments, even when the impairment or
difference does not cause pain or illness. The medical model looks at what is 'wrong'
with the person and not what the person needs. It creates low expectations and
leads to people losing independence, choice, and control in their own lives. This
model of disability has long been disregarded particularly by disabled people and
instead developed the social model of disability because the traditional medical
model did not explain their personal experience of disability or help to develop more
inclusive ways of living. Thus, the medical model was deemed not aligned with the
principles of quality inclusive education as seen by Mittler (2012).
On the other hand, [Link] believes inclusive education
means that all students attend and are welcomed by their neighborhood schools in
age-appropriate, regular classes and are supported to learn, contribute, and
participate in all aspects of the life of the school. All children with or without
disabilities benefit from inclusive education as they are allowed to develop
individual strengths and gifts, with high and appropriate expectations for each child,
work on individual goals while participating in the life of the classroom with other
students their own age, involve their parents in their education and in the activities
of their local schools, foster a school culture of respect and belonging, provides
opportunities to learn about and accept individual differences, lessening the impact
of harassment and bullying, develop friendships with a wide variety of other
children, each with their own individual needs and abilities and positively affect both
their school and community to appreciate diversity and inclusion on a broader level.
 Meanwhile, the Understood Team (2017) reiterated
[Link] conviction of inclusive education emphasizing that
studies on inclusive education have shown benefits for all students, not just those
who receive special education services. Among the benefits noted are 1)
differentiated instruction which is supported by the principle that all students learn
differently. In this practice, teachers meet everyone's needs by presenting lessons
in different ways and using the universal design for learning, 2) supportive teaching
strategies where teachers weave in specially designed instruction and support that
can help students make progress and teachers often put positive behavioral
interventions and support in place,3) reduce stigma - since inclusive classrooms are
filled with diverse learners, kids may talk about how everyone learns in their own
way and may find that they have more in common with other kids than they
thought. This can go a long way in reducing stigma for kids with learning and
attention issues and thus help kids build and maintain friendships. '4) Effective use
of resources. In inclusion classes, professional assistance from speech therapists,
reading therapists, and other service providers go into the classroom who can
provide information and suggestions to help all students. Some informal support
may be given to children who are not eligible for special education, and lastly, 5)
high expectations for all.
Cologon (2015) corroborates with the previously mentioned ideas observing
that there seems to be a lot of confusion and misinformation about what inclusion
actually means. Inclusive education involves the full inclusion of all children. No
children are segregated. Supports for inclusion are embedded within everyday
practices. If aides are employed they circulate around the classroom, or spend time
assisting the teacher and making adaptations to materials, rather than being off in a
corner with one particular child. There are no separate areas or curricula for children
who experience disability. All children are supported to be involved in all aspects of
learning.
Dam (2017) agreed with Cologon that all children benefit from inclusive
education by allowing them to develop individual strengths and gifts, with high and
appropriate expectations for each child, work on individual goals while participating
in the life of the classroom with other students their own age, involve their parents
in their education and in the activities of their local schools, foster a school culture
of respect and belonging. Inclusive education provides opportunities to learn about
and accept individual differences, lessening the impact of harassment and bullying,
and develop friendships with a wide variety of other children, each with their own
individual needs and abilities.
Mittler (2014) listed the principles of quality inclusive education as follows: 1)
All children belong. Inclusive education is based on the simple idea that every child
and family is valued equally and deserves the same opportunities and experiences.
Inclusive education is about children with disabilities - whether the disability is mild
or severe, hidden or obvious - participating in everyday activities, just like they
would if their disability were not present. It's about building friendships,
membership, and having opportunities just like everyone else. 2) All children learn
in different ways. Inclusion is about providing the help children need to learn and
participate in meaningful ways. Sometimes, help from friends or teachers works
best. Other times, specially designed materials or technology can help. The key is to
give only as much help as needed. 3) It is every child's right to be included.
Inclusive education is a child's right, not a privilege.

Reprinted with permission from the Author

From Advincula (2021)

Zaruba (2007) believed that preservation of our society demands the
protection of our judicial system. Every citizen who enters a courthouse, courtroom,
or other judicial setting must be protected from threats of any nature, ensuring that
justice is served. Without a sound system of justice, our society self-destructs.
Furthermore, Cooper (2007) affirmed that the concept of court security has
traditionally involved two essential components: first, the procedures, staffing,
physical environment, and related resources necessary to protect the functioning
and integrity of the judicial process and second, measures to ensure the physical
safety and freedom from intimidation of courthouse users and occupants.
Courthouses are a place where people take conflicts to be solved. In the
statement of the members of the Court En Banc responding to calls for action on
the killings of lawyers and threats to judges, “To threaten our judges and our
lawyers is no less than an assault on the Judiciary. To assault the judiciary is to
shake the very bedrock on which the rule of law stands. This cannot be allowed in a
civilized society like ours. We do not and will not tolerate such acts that only
perverse justice, defeat the rule of law, undermine the most basic of constitutional
principles and speculate on the worth of human lives.” The rare and strongly-
worded of the Court had increased the awareness of the need for more security in
public buildings. It is probable that criminals are already familiar with most of the
common security measures implemented in the Manila Courthouses and aside from
that, these criminals continue to seek ways to overcome various forms of security.
An instance, Buan (2020) detailed that the killing of a Judge in Manila by her
own clerk of court, who also died of a self-inflicted wound tasked the National
Bureau of Investigation (NBI) to look at the security of courts. According to Justice
Secretary Menardo Guevarra, “the NBI will look into possible angles and motives, as
well as make recommendations to the Supreme Court on improving security
measures in all halls of justice, court rooms, and premises.”
Fennelly and Perry (2020) affirmed that a culture of security is initially driven
vertically from the top of the organization down. From there, it is driven from the
bottom of the organization up and also across horizontally by all levels of
employees. A sustainable culture of security has to be a part of every operation
within the organization and integrated into the policies and procedures. It cannot be
separated from the mission of the organization and should be a part of the overall
security master plan.
Moreover, Dowling and Sellers (2020) acknowledged that security awareness
has long been a goal of organizations that strive to provide a safe and secure
environment for their employees, customers, and those who want to defend
precious assets. The practice of security awareness operates best when a
reasonable plan is put together with policies and procedures that support a
comprehensive team concept. A security awareness team is crucial to sustaining a
healthy corporate environment, and it should include everyone connected to
corporate functions.
According to Sennewald and Baillie (2020), the singularly most conspicuous
role of the Security Department in any organization is that of protector or guardian -
protecting the company's property, product or merchandise, assets, equipment,
reputation, and employees. This responsibility is not limited to just the company's
assets and employees. It extends to nonemployees as well, regardless of whether
they are guests, patrons, customers, or any other form of invitee on company
property. Put another way, the Security Department is the guardian of all property
and all people on company property.

Reprinted with permission from the Author