Culture in Aruba

The people of Aruba come primarily from European, African, and Latin American countries and the culture of the island reflects these varied backgrounds. The language, food, religion, and celebrations on Aruba are composed of a healthy mix of these countries. Aruba is closely tied to Holland because of its long occupation and present partnership in the Netherlands kingdom. The official language is Dutch, which is seen on the street signs, official documents, and many local newspapers. However, many aspects of Aruba’s culture reveal strong influences of contributing cultures, such as the common language Papiamento. Papiamento dates back to the sixteenth century, as a means for African slaves to communicate with their owners. Papiamento reflects the mentality and culture of the many peoples who have inhabited the region, including the Arawak and Carib Indians, African slaves, South American traders, Spanish conquers, Dutch merchants, Portuguese missionaries, and French and English settlers. While grammar is basic, many non-Arubans find its syntax and intonation challenging. Much of Papiamento has been handed down verbally from generation to generation. Its proverbs contain a simply stated wealth of philosophy and insight. Through humor and metaphor, utilizing food, animals, and objects from everyday life, Papiamento lends universal guidance and wisdom. Some popular phrases are â€Å"Bon Dia† for good morning and â€Å"Masha Danki† for thank you. Aruban food is simple in preparation and taste. Mostly grilled without a lot of grease or spice, chicken, fish and vegetables are often accompanied by local vegetables such as corn, broccoli, potatoes or rice. Johnnycakes are fried biscuits prepared with slat fish from Canada and Norway, which are popular in Aruba. Also popular are stews of beef, chicken, and goat, with ingredients of a cucumber called concomber and rice with black beans. Stuffed cheese, called keeshi yena, is a traditional Aruban dish dating back to the days of the Dutch West India Company. It was originally made by hollowing out the round Dutch cheeses and stuffing them with a mixture of chicken, vegetables, and spices. More modern recipes include raisins, grated cheese, breadcrumbs, olives, capers, and gherkins, and beef, fish or shrimp is sometimes used in lieu of chicken. Often eaten in place of bread is a ornmeal pudding similar to polenta. Slaves brought this recipe to the Caribbean from West Africa. Dishes of Asian origin, such as the Nasi Goreng and rijstaffel of Indonesia and the Chinese vegetables bok choy and snow peas, are included on Aruban menus. Desserts in Aruba are rich and sweet. Black cake, or bolo preto, is the Antillean rum and cognac-soaked delicacy of choice at Family events, such as weddings and birthda ys. It takes several weeks to prepare before garnished with white icing and sprinkled with silver candy balls. Other favorite Aruban desserts are sweet and colorful cakes and gelatins. The people of Aruba are predominantly Christian. Roman Catholics make up the majority with 82 percent of the population, while Protestants are second with eight percent. Other religions present on the island include Judaism, Muslim, Hindu and Confucian. There are several churches on the island that have become tourist attractions for their antiquity and beauty. The Santa Anna Church in Noord was built between 1914 and 1919. The neo-gothic wood-carved altar was sculpted by Hendrik van der Geld of the Netherlands and the stained glass windows were created in 1932 by Wilhelm Derix of Germany. Built in 1877, the rectory of this church is the oldest in Aruba. Our Lady of Alto Vista is located on a high plain near the north coast. It is a quaint, simply constructed chapel, which had a clear view of approaching pirate ships from the north. The original structure was built of stone and wood in 1750 and the antique Spanish cross is the oldest work of art in the Netherlands Antilles, except for Indian Artifacts. Carnaval, Aruba’s most exciting celebration, is preceded by weeks of celebration, parades, elections, contests, and parties. Many schools, business’s and organizations dress up in elaborate costumes to compete for coveted titles. At the beginning of the celebration, Aruba’s Prime minister symbolically transfers command of the country to the prince of Carnaval. Tivoli, Aruba’s oldest social club, has produced a dazzling nighttime lighting parade for this event. The Grand Carnaval Parade in San Nicolas begins in the middle of the night and lasts until dawn, and the Oranges tad parade takes place that next day, making for an exhausting weekend for celebratory Arubans. The burning of King Momo, a life-size effigy, marks the nd of Carnaval at midnight on Shrove Tuesday, before Ash Wednesday and the beginning of Lent. Central figures in Carnaval lore are the beautiful queen and the prince, who is the authoritative figure guiding the parade and later restoring order with his sidekick, pancho. Music is an integral element at Carnaval and most popular are the Caribbean beats of Tumba and Calyps o. The origins of Carnaval are found thousands of years ago. The work is derived from the Latin carne vale, meaning farewell to flesh, signifying the time when many Christians gave up meat and other sacrifices.

Dream House Essay

Everyone has their own thoughts about their dream house.  These days homes are more affordable because of the economy and all the foreclosures makes it much easier to afford a really nice house. My dream house is not a fancy house that I could never afford; its a home I could see my wife and I having in the future. I have seen many homes that I thought to myself, this house would be perfect. A few characteristics I want to describe about my dream house are the appearance, location, and decor. I want my house to have a nice large home with coffee stained wood finish on the outside full of crystal clear windows of all different sizes. I imagine as you walk into my home there would be high ceilings and hanging over the entryway would be a big crystal chandelier. When entering the home, there would also be a place for you to hang your coat, rest, and take off your shoes from a long day’s work. I want a house that is not brand new but not too old either because I do not want to have fix the house constantly or hear the creaking floors while walking around. I always thought it would be nice to have solar panels, a windmill, and a garden so I can be self reliant. The grass would be a bright healthy green almost as if it was not real. Around the house would be a large fence to allow for our privacy and to keep the animals in. My dream house will be in a community, but I want it to be in an area that is not to busy for convenience and for the safety of our future children. I always thought it would be nice to have a couple of acres for my dogs to run about and a beautiful lake stocked with fish for the dogs to go into and cool off during the hot summers. Illinois is a beautiful state and would be a nice place to settle down and have this dream house. Another significant thing about the home would be the long cobblestone driveway you would have to travel up leading to our home and front porch. It would also be nice to have a day room attached to the house with windows that easily open and close so my wife could sit out there in the winter to smoke and not be so cold. I want the inside to be tasteful, like I imagine a doctor’s home looking. There would be two floors and a basement. When you first walk in, you see the family room which is very calm and relaxing. You continue to the kitchen and dining room with an open floor plan. The basement would be split in half for both my wife and I. My part of the basement would be man themed, full of energy and excitement. There would be a pool table, arcade style games, a shadow box full of military memorabilia, big televisions, and gaming systems. My wife and I would have the master suite upstairs with a California king Temporpedic bed sitting with a beautiful oak finished baseboard and headboards, an enormous television, big bay windows to allow the cool breezes in during the hot, humid summers, and big dark curtains to keep the sun out during the mornings. I do not have any children currently but hope to have one or two in the future and they would also have bedroom up stairs. I would like their bedrooms to be kid oriented so for example if we have a boy nice blues and clouds or jungle with animals. If its a girl then pinks and pony’s or whatever it is my wife decides. My dream home will have an elegant appearance, be in a convenient location, and be tastefully decorated. I also believe a home like this would be perfect for the holidays or family gathering and would allow me to see my family more. These are all the things that would make my home perfect for my wife and I in addition I look forward to making this dream home a reality.

Pygmalion in Management Discussion Board Assignment

Pygmalion in Management Discussion Board - Assignment Example The employees are motivated will thus work very hard to achieve the high expectations set in order to get an increased salary. How else could salary increment motivate them? Many organizations and institution succeed mainly because of the type management system. The managers set high expectations to be achieved by the subordinates. Some of the managers set expectations based on how they believed in themselves. I disagree with the fact that managers should set unrealistic goals which wills discourage the subordinates. In order to motivate the employees to increase their productivity, there is a need to set to realistic goals. The unrealistic expectations will demoralize the employee and only work to achieve low expectations. I agree that managers should always motivate their employees whenever they set out the expectations. When the managers set higher expectations for the employees they should encourage them that they have the skills and capability of reaching the expectations. The employees should be treated equally rather than some of the employees being seen as super staff and some as low performers. In conclusion, there is a need for institutions to have well skilled and qualified managers who are able to treat subordinates in ways that lead to high performance and career satisfaction. The managers can influence the attitudes of employees towards their jobs which will affect their  productivity.

The Starry Night by Vincent Van Gogh Essay Example | Topics and Well Written Essays - 750 words

The Starry Night by Vincent Van Gogh - Essay Example Most nightly features, including the moon, are exaggerated with yellow colour to highlight their effects and create a sense of ease when viewing the picture. The swirling clouds and the radiance surrounding the stars create a sense of movement as if the sky were in constant motion and turbulence. Use of white and yellow attracts the viewer’s attention the sky. This false perception helps maintain the vision of viewers and encourages them to pursue the other elements embodied within the painting. It is possible that bouts of depression and hallucination could be behind his thick and distinctive brushstrokes that further dramatize the painting4. The sky gives way to a number of hills and a small town at their base. In contrast to the vibrant sky, the town appears peaceful with its occupants enjoying a blissful night of sleep. The cooler and darker colours used to paint the town and the hillside could perhaps be a reminder of our vision during childhood of darkness and the nightl y skies5. The much larger and taller church seem to overwhelm every other building in the town and project the notion of tranquillity and peace within the town. The depiction of the church is further symbolic of its significant role in the daily lives of the town’s residents. The size and wobbly portrayal of the cypress trees to the left symbolizes its isolation and embodies a sense of depth within the artwork. Q5 Van Gogh painted the ‘Starry Night’ in 1888 while he was resident in a mental asylum. Rather than being a real life portrait, the painting is a depiction of Van Gogh’s imaginary vision when he looks out of his window. It is evident that this impressionist portrayal is highly creative and casts a heart rendering insight into Van Gogh’s mental health. In fact, Van... Van Gogh completed ‘The Starry Night’ about an year before his death at the mental asylum in Saint-Remy. This painting is widely regarded as the best work of Van Gogh as it depicts his struggles between reality and insanity. This artwork depicts radiant streaks of yellow emanating from the planets that rotate like cartwheels . The scenery seems shaky and in turbulence, although the brightly lit night sky appears calm and restful. ‘Starry Night’ has played a revolutionary role in modern art and has been highly sought after and replicated. In his early years, Van Gogh had wanted to devote his time towards the poor and needy. In fact, his desire for religion and evangelization is believed to be reflected in the eleven stars that occupy the nightly sky in the painting. Experts like (include author) cite Genesis 37-9 as clear evidence towards this connection: "And he dreamed yet another dream, and told it his brethren, and said, Behold, I have dreamed a dream more; and, behold, the sun and the moon and the eleven stars made obeisance to me." In fact, this religious inclination is showcased in earlier paintings such as the 1888 depiction of stars on the Rhone river. Much like the ‘Starry Night’, this painting contains similar features such as night sky being washed with bright streaks of yellow light from several stars. The reflection of the city’s (Arles) lights in the river water instils an added sense of reality into the canvas and maintains the vision of the viewer. This is further enhanced by distant structures that are lit up from the glowing night sky. The ‘Starry Night’ played a key role in the emergence of modern art during the post-impressionist era.

NYC Department of Education Teachers of Speech Improvement Essay - 1

NYC Department of Education Teachers of Speech Improvement - Essay Example The first learning strategy that needs to be implemented is to incorporate the utilization of the auditory process itself. Some children are prone to be weak in attention and memory that leads to speech impairment. Teachers can help with students to assist them in slowing their rate of speech which focuses on enunciation. In addition, factors such as visual cues can further dramatically increase focus and memory. Moreover the utilization of eye contact can also be embedded at this strategy. Eye contact is an absolutely necessary element that has many benefits. First and foremost is the fact that a steady eye contact induces confidence for the student who is presenting. Eye contact also enables the student to acknowledge the body language of the audience, which may assist the student in modifying their speech. Maintaining a steady eye contact enables the student to better understand the environment they are in. The second learning strategy that is an absolute must is the utilization of group sessions in which students will engaged in a collaborative learning effort. This unique strategy will enhance dialogue amongst students, stimulating conversation and collaborative learning. Although this strategy might be underestimated, conducive research shows that that student who are likely to be involved in conversations are more likely to enhance their linguistic skills. The third learning strategy that is extremely essential is focusing on the syntax of the vocabulary. Using expressive language goals for children will induce focus on vocabulary development. It will give the children a boost of confidence. Helping children with syntax goals comprises of developing phrases and sentences. In addition, it can also focus around isolationing sounds and words with the emphasis on enunciation. Speech therapists can facilitate the process with repeating syllabuses that can help reduce cluttering. This

Gender Disparity in Employment Research Paper Example | Topics and Well Written Essays - 750 words

Gender Disparity in Employment - Research Paper Example The society is usually highly structured and stratified based on social hierarchies which have both dominant and subordinate groups coexisting together. As such, the gender disparity seen in matters pertaining to labor or employment can be traced back to a highly patriarchal and discriminative society (Donahue, 2007). This paper will try to tackle the two dominant causes of gender disparity in the social sphere which are patriarchal systems, and gender discrimination. Patriarchal systems usually refer to male dominance in which gender hierarchy favors the male over the female gender. The males are usually endowed with power, material and status advantages over their female counterparts. Despite advances and profound structural changes within the society, the gender hierarchy is still propagated today in different forms. These structural changes include such things like increasingly venture of women into male dominated careers and more women opting for careers as opposed to formative days when they stayed at home. Currently, there is no one single way through which the patriarchal system can be analyzed and understood as a possible cause of gender disparity, those interactional processes that are taken for granted may be the solution. These interactional processes are usually mediated through gender stratification which is an old time sociological practice (Elliott & Smith, 2004). The reasons for male dominance in patriarchal societies has been attributed to different factors and key among are culture, religion and capitalism. Through the industrialization and modernization of man, the culture of male dominance has been the norm whereby in forms of mass production that existed in the agrarian civilization, man was favored as the dominant figure. This is because it was the duty of man to perform strenuous tasks like fighting while women were allocated lighter duties like taking care of the homes. In that way, division of labor developed which later became entrenc hed in the society. In a way, capitalism propagated paternalism further by favoring men who seem not to overindulge in work in the society according to the cultural settings while it is they who own everything. In a way, that is exploitative but that is way that things have been moving on but slowly they are changing as more parity is being introduced in the previously skewed gender disparity (Donahue, 2007; Ridgeway, 1997). Discrimination simply refers to prejudice based on perceived traits that may be biological or otherwise. When one is discriminated against, it does not necessarily have to be based on race but also gender discrimination exists especially in matters pertaining to labor or employment. Currently, the trend is slowly changing but there are those jobs or careers that are dominated by the male gender at the expense of the female gender. Reasons attributed to this can be traced to individual perceptions of the key players in the field which naturally discriminate again st the female gender in holding some positions. Take for instance the issue of women representation legislation or politics which remains a largely male dominated affair globally even in the US. Although the last word has to come from the voters who by the way comprise a bigger women representation, they discriminate aga

Internationa human rights Essay Example | Topics and Well Written Essays - 1000 words

Internationa human rights - Essay Example dom for one to manifest his or her beliefs or religion is subjected to various limitations clearly defined by the law and is significant in a society that is democratic in the safety of the interests of the public. This paper hence seeks to critically assess the interests that are at stake and how the court has balanced this interest in dealing with the cases concerning the freedom to manifest one’s religion or belief (Berns, 1976). The article 9 of the Europe Council of Human Rights has been evaluated and applied in several of court cases within Europe. The law of Europe has hence moved to recognize categories of belief or religion and handled or treated them as almost one category with religion or belief having not merely a vacuous but a wide interpretation. This has seen the court balancing the interests of both the public and the state. In Kokkinaski vs Greece (1994) 17 EHRR 397, paragraph 31, the freedom of conscience, thought and religion makes one of the things considered the foundation of the society that is democratic in the meaning of convention. In balancing such interest of the community, the court stated that it is the dimension of the religion, one of the most significant elements that make up the conception of life and the believers’ identity; nevertheless, it matters to atheists and the skeptics (Morgan, 1972). In another court effort to balance the interest of the freedom to manifest one’s religion or belief, the court passed judgment in the case of Manoussakis vs Greece (1996), EHRR 387, paragraph 47 that the freedom of religion that is guaranteed in the Convention does not include any discretion on the side of the state to decide on whether the religion or the manner of expressing such religious belief is legitimate or not. Belief in the light of the court is more than just feelings that are deeply held or opinions. But there must be firmly held philosophical or spiritual convictions with identifiable content that is practically formal.

Nutrition Assignment Example | Topics and Well Written Essays - 750 words

Nutrition - Assignment Example If your intake is above goal, list 2 foods with the highest fiber content. 10. If your fat intake is higher than the recommendation, list 2 specific foods from your two-day intake you could reduce, eliminate or replace with other foods in order to lower the fat content. If your fat intake is less than the recommendation, list 2 dietary changes have you made to reduce this number. If your fat intake is within the range list two foods that you consume from your record that allow you to maintain the recommended intake. 16. If your protein intake is higher than the recommendation, list 2 specific foods in your two-day intake you could reduce, eliminate or replace with other foods in order to lower the protein content. If your protein intake is less than the recommendation, note whether this is intentional. If so, why? If not, what 2 specific foods could you increase in order to meet the recommendations? If your protein intake is within the range list two foods that you consume from your record that allow you to maintain the recommended intake. It is recommended that most adults limit their sodium intake to 2300 milligrams per day. In 2010 that recommendation was reduced to 1500 mg per day for adults > 51 years of age. Additionally, if you are African American, hypertensive, diabetic, or have chronic kidney disease, your sodium needs to be reduced to 1500 mg. On average, how many milligrams of sodium did you consume per day? ____1100______ 17. How does your diet compare to the recommendation? If you exceeded the recommended limit identify 2 specific changes you could make in your two-day record to lower sodium intake? If you consumed less than the recommended amount of sodium, list 2 specific ways you intentionally keep sodium low. 18. Your printout lists your daily intake of vitamins. Choose 2 vitamins for which your intake was under the recommended amount. Then list 2 foods you could

Should Welfare Recipients be Drug Tested to Receive Government Aid Research Paper

Should Welfare Recipients be Drug Tested to Receive Government Aid - Research Paper Example Those in support of drug testing the people on public assistance emphasize on the efficient use of taxpayer money and that saving money, that is otherwise deemed to have been used for illicit drug activity, would help in tight state budgets. Edward Buchanan, a Republican speaker of the Wyoming house said, â€Å"The idea from Joe Taxpayer is, ‘I don’t mind helping you out, but you need to show that you’re looking for work, or better yet that you’re employed, and that you’re drug and alcohol-free.’ † (The New York Times, 2012). This is as simple as it gets. The state will test you for drugs before you qualify to receive the compensation. To support the point, Garth Everett, a Republic who defended drug testing legislation said that concern for drug test grew out of bitterness that the workers in many industries are tested for drugs several times, whereas welfare recipients are never subject to any such tests despite a high possibility of drug abuse. Therefore their point is that the government may require drug tests from the recipients of the compensation just to ensure that they are not involved in any illegal activity and utilize their funds responsibly. According to them, this shouldn’t be contrary to the statute and constitution as a government can be seen as an employer of welfare recipients in this case (Hall, 2012). On the other hand, those against the proposal have tried to make their point on the basis of statistical evidence and conclusions drawn therefrom. They argue that the rule to drug test these innocent patients is not in accordance with the US constitution as it makes an unreasonable assumption about the welfare recipients to be drug abusers. Therefore testing these unfortunate citizens for drug abuse would amount to an unconstitutional search of people who sought help. This could also jeopardize the main purpose of this good cause. W. Patrick Goggles, a Democrat  state representative said, â€Å"This legislation assumes suspicion on this group of people, it assumes that they’re drug abusers.†

Psychology of Child Development Essay Example for Free

Psychology of Child Development Essay Behaviorist theory: The teacher can utilize the ideals of Operant conditioning. Frequently referred to as instrumental conditioning, it is a method of learning that operates through giving rewards or punishments for a specific behavior. Operant conditioning associates or establishes a connection between a behavior and a consequence regarding that behavior so that children will gain an insight of what is right and what is wrong. Susie should know that even if she is bullied by other children, it is not right to do the same thing onto them. In this scenario all of them should be given punishment and the teacher should not take sides. Moral theory: Kohlberg asserted instrumental exchange with the golden rule as a precise example. The teacher should tell Susie that she should not do things that please her alone. A feeling of satisfaction about a certain deed does not mean it is a right thing for everyone. It is a matter of satisfying needs without necessarily doing revenge to others. Situation2: Behaviorist theory: Operant conditioning is appropriate for this situation. Joe should be given punishment for this act to make him understand that it is not a right thing to do. Punishment is a consequence of physical retaliation and it clearly differentiates good acts from bad, as what was discussed on situation one. Environmentalist theory: According to environmentalists, kindergarten readiness is the stage when young children can either respond appropriately or inappropriately to the school or classroom environment including rules and regulations, policies, activities and directions or instructions from teachers and superiors. When young children are unable to respond appropriately to the classroom and school environment, there is a possibility that they are having some learning disabilities in terms of learning school curriculum or learning to display appropriate behaviors at all times. The teacher should also emphasize that academic learning and establishing healthy relationships with other people particularly fellow students are equally important. Situation3: Moral development theory: Individualism and Exchange. According to Heinz, children or young adolescents account for their individual perspective and judge actions based on how they satisfy individual needs. For this group age, adults should make them know that reciprocity is very important. Reciprocity is not made to serve an individuals own interest, it serves to establish a mutual and peaceful relationship within people and that not anything can be just done according to one’s wills and wants. These adolescents should be guided about moral or societal conducts because if misguidance occurs, it can result to other somewhat antisocial behaviors. Personality theory: Ethnocentrism and egocentrism are the issues here. Since they are adolescents and grew up in modern times. They should be guided about practicing the more conservative norms and make them understand that not anyone can stand what they are up to or what they are used to do. About the ego, everyone is unique and these peculiarities should serve as eye openers the two adolescents. If they will be asking why some find them disturbing, parents or guardians should explain we were born with different interests and point of views and that what they do is usual for them but is perceived unusual by others. Situation4: Personality theory: Openness: This trait features characteristics such as imagination and insight, and those high in this trait also tend to have a broad range of interests. At this stage, the child grows to become very inquisitive and vivid in imagination. They should be given reading materials or pictures to satisfy their need to learn more complex things. Cognitive development theory: Based on theorist Jean Piaget’s theory, children think differently than adults and because children play an active and important role in gaining knowledge of the world, accepting or entertaining their thoughts and views about things are a must. Situation 5: Attachment theory: Attachment is a special emotional relationship that involves an exchange of comfort, care, and pleasure. When a securely attached child is left by his parents, ambivalence is the outcome. Diversion of attention can be done through giving toys and some other materials they can play with. Play theory: Play theory is one of the best ways to free children of stress. It is also fundamental in a child’s development. In this case, aside from the picture book, the caregiver can also give the baby non-choking, appropriate toys for his age. This theory supports the first theory mentioned. Situation6: Psychoanalytic theory: Ego is underdeveloped in young children. This ego identity is constantly changing due to new experiences and activities of daily living. Erikson believed that this character motivates a sense of competence in behaviors and actions. This argument is an early sign of competency. The parent should teach the child that it is unlikely to think that there seems to be favoritism. If the child handles this situation very well, his ego strength or ego quality will be mastered in a sense that he will handle every competent situations smoothly. Cognitive development theory: Piaget emphasized the reasoning processes of children at various ages. Children tend to have different understanding of things and adults should learn to recognize these differences. Various levels of understanding can either makes sense or nothing at all that is why it is a must to explain to them if something non-significant to their eyes is somewhat significant in reality. Situation7: Sociocultural theory: Sometimes, children utter or speak words without knowing what they really mean. In this situation, it is obvious that self-directed speech is used by the children to acquire learning. At this point, minimal guidance is done by parents or teachers so that they will not interfere the children’s independent thinking. Environmentalist theory: Environmental interaction motivates an individual’s behavior, learning and thought processes. Different cultures and different people probably have different perspectives and views. These children should be thought of different contextual views and be opened to new doors of learning if and only if, independent thinking is difficult to achieve. References http://nwscc. cc. al. us/childdevelopment/CHD201Theories. htm

History of Gender in Fashion

History of Gender in Fashion Role of designers need not be gender biased or biology biased. A detailed scrutiny into gender and sex shows one is biological and other societal. For instance, females, biologically are designed to give birth. Once they have given birth and performed the mammalian function, they can take up a role of hunter or a warrior. The terms hunter and nester refer to masculine and feminine. Masculine describes an approach that is abstract in nature, usually focused on a splendid thought, the way of a hunter. Contrary to this, feminine approach is considered to be orchestrating detailed decisions contributing to wider set of objectives, the way of a nester. Regardless of sex, fashion designers can be categorized into 3 groups- Hunter, Nester and nester- hunter designer. Hunter designers are those who have focused approach on one thing but to do that very efficiently. Designers in nester group have broad minded approach. They aspire to take steps in sequence contributing to a decision keeping i n mind long term objectives. Fashion was not always a gendered occurrence. Until eighteenth century, both men and women decked themselves with elaborate dresses. Costume historians have elaborated that gender distinction in dress was not that prominent until nineteenth century. Men and women in elite class often emulated abundant show of rich velvets, fine silks, lace, decorative footwear, wigs, head embellishments and scented powders. Men in pink suits, gold and silver jewelry and embroidered shirts were considered very masculine, regardless of choice of color or ornaments worn. The more intricate the dress, the higher used to be the status of the wearer in the society. Fashion was not only a womens affair then. It became feminized since nineteenth century when gender representation became stronger than societal class. With the turn of century, not only fashion became more feminized, but male identity went through a distinct change with modernization. Early theorists related fashion to the social status of women. The affluent displayed their wealth by ornamenting their wives and daughters exuding an air of sophistication. The women also spent endless efforts and hours to be ladies. At the end of eighteenth century bourgeois male went through the great masculine renunciation, as a result of which men gave up wearing all the bright colors and jewelry leaving it to the womens domain. In post industrial societies, men were guided by occupational spheres. Their business and casual attire were starkly different. Also age segmentation has played a very prominent role in defining mens style. Amongst women, age segmentation is only for those who want to believe in it. Although the designer fashion tends to extend beyond the boundaries of masculinity, the gender fashion still exists between male and female fashion. To that extent, fashion may be assumed to be cultural, affecting consumers perception and experience of design.The impact of gender is very evident in the visual appearances in consumers mind. For instance, pink for the girl and blue for the boy goes the clichà © defining gender by color coding. In the designer world, industrial design is thought as male and textile design as female. Even design is rendered into gender stereotypes like feminine lace, dolls for girls, masculine leather, etc. As industriliazation took place, social stratas on clothing transformed in eterms of occupation. The social chasm between lower class, middle and upper class was huge during the industrial era. Clothes were almost unavailable for the poor but were in abundance for the rich- for whom changes in fashions were created. Members of other social classes were just expected to emulate the rich if they wished to appear fashionable. By late nineteenth century clothes had become cheaper and accessible to lower classes of society. Middle and upper class women spent substantial amount of their incomes on fashionable clothes. Mens social clothing became more and more simplified. Infact the concept of uniforms and dress codes gained importance to showcase the ranks in the bureaucratic organizations. In the twentieth century, clothes seem to have lost their economic relevance but not their symbolic relevance. This is because clothes are available in all price ranges to suit all pockets. Those with l imited resources can still emulate fashion by creating personal styles which are expression of their identities rather than imitating styles of the affluent. Appearance of fashion indicated sudden appearance of a new social bond and a social temporality with time, fashion trends have changed. It has been dominated by cult, uniqueness, inspiration from local and foreign models. Fashion instituted the social power of minute signs which has an astonishing mechanism of social distinction of those who dress in an innovative way. It also draws inspiration from ancestral heritage and social norms. Fashion perhaps forms a major part in the construction of a social identity. It is an indication of how people in different eras showcased their positions and status boundaries. The most visible marks of social status and gender has been broadly showcased by Fashion. Fashion dictates the choices that people make in the form of culture, norms and appropriateness of the occasion. For instance, hats were a huge fashion statement and were worn to either showcase recognised or desired social status. Fashion clothing also revealed the occupation, social class and regional origin of a person. It distinguishes elite fashion from everyday fashion. There is very less in common amongst dressing style of a secretary a homemaker, a businessman and a law enforcement officer. As a social phenomenon, it has been treated as futile because of huge association of outward appearance with women. The face of fashion defines its phenomena. Female fashion emanates uniqueness and change. Mens interest in fashion is dictated by their occupation generally but womens interest depends upon their fascination with beauty. Now the nature of fashion seems to have changed. From nineteenth century when fashion was more on well defined standard of societal appearance has now evolved into being more contemporary. It has become indistinct, multifaceted and highly fragmented. New styles have been evolved over the years. Societies have changed dramatically in the past few decades. Social class has become less prominent in the contemporary society of today. Instead of class differentiation there is fragmentation of cultures within socities. 1960s was a special era in the sense where fashion emerged in lower status groups and adopted by the affluent. This fashion phenomena defied age and social barriers conveying pride to the trendsetter. In early 90s, designers triesd to be innovative by adding feminine elements to menswear.Also there seemed to be a female dominance over the culture. Fashion for women fits the definition of conflicted supremacy. Women have held contrasting position in different times ranging from marginally unconcealed to conservative to acceptable fashionable to feminine dominance and empowerment in 90s. Turrow believes lifestyles are now in hypersegmentation which isolates each lifestyle in its own niche. People are more likely to frequent changes in their lifestyle now. The mulitplicity of changes that such lifestyle in a contemporary society presents the opportunity to an indidual to break away from tradition.Todays individual constructs a send of identity from his past, present and future events, commitments and aspirations. The individual styles have also gone through frequent changes in line with their changing lifestyles. Personal orientation, income, education, family careers, social position influence a persons taste in fashion. The younger generation today, usually with more affluent background have post modernist attitude towards identity. Attitude of younger women towards fashion is that of liberalization, power and personal panache. Men are now borrowing elements of costumes from women. Problems are faced when there is persistence to keep male gender above the female one . Today men spend lot of time and money on hair styling, appearance, fashionable clothing and skin products. These men are being coined as metrosexual. A metrosexual man willingly displays his masculinity from his ability to consume, showcase his toned physique to assert his identity as an urban middle class man.Yet again, fashion is being used to exhibit gender identity. Fashions most imminent characteristic is that it changes. With multiple demands on clothing and dressing, change is the only constant. Cross-dressing has come up as a welcome antidote to confining concepts of society and gender. It offers alternative ways to visualize and dress up a gender and might end up freeing the consumers restrictive thoughts on gender dressing. Realm of fashion in undergoing a radical change. Fashion contributes to newer definitions of social identities and newer attributes to personal preferences. Today because of globalization, fashion houses have to constantly innovate, think out of the box as consumers are no longer fashion victims. Gender studies in design have now challenged these contentious gender, sterotypes, cultural and societal outlook. Female designers earlier have been more prevalent in ceramics, textile designs and men more prominent in abstract art and advertising designs. These self, societal and cultural divisions are breaking down now. Men and women both have critical roles to play as consumers and producers of design. People select styles to suit their identity, lifestyle and societal norms. Fashion is a choice not a compulsion. It is not a simple process to achieve equivalence between design and customer preference. Designers today are pushing gender based boundaries in fashion and almost pulverizing them. They are bringing to life their vision of what they consider fashion. Designers are now teaming up with people who have different perspectives to make an impact in all their designs. They take pride in and gain strength from the richness of a multicultural society and recognize it as a continuous growth . They work in an environment where they contribute their thoughts freely and create designs. These designs are sated with utmost creativity, uniqueness, abstractness and intricacy at the same time. This has become the definition of success. Sources Used http://books.google.com/books?id=vphcHONAXmwCprintsec=frontcoverdq=what+is+fashion+as+an+identityhl=enei=G8I1TbSfBo6AhQet4pi_Cwsa=Xoi=book_resultct=resultresnum=1ved=0CCMQ6AEwAA#v=onepageqf=false http://books.google.com/books?id=jxtMLGIdQ8cCpg=PA323dq=challenge+gender+and+stereotypes+in+fashionhl=enei=7i02TZ7PDcb-4wbn-M3fAgsa=Xoi=book_resultct=resultresnum=8ved=0CFEQ6AEwBw#v=onepageq=challenge%20gender%20and%20stereotypes%20in%20fashionf=false http://books.google.com/books?id=LUWTJWXZ2QQCpg=PA10dq=male+and+female++fashionhl=enei=YVk1TdKHKonKhAfon7m8Cwsa=Xoi=book_resultct=resultresnum=1ved=0CCwQ6AEwAA#v=onepageq=male%20and%20female%20%20fashionf=false

Special Education Essay -- Educacional Policies, Non Discrimination

According to the democratic theory postulated by Amy Gutmann, citizens should be entitled to make rules that govern educational policies at national levels. These policies should reflect the ongoing scrutiny of the liberal principles of nonrepression (education may not proscribe deliberation pertaining to any particular set of rational ideas) and nondiscrimination (parents nor educators may espouse practices that may deter children from partaking in a democratic education). Importantly, the discretional power of these citizens should be constrained by those fundamental principles of nondiscrimination and nonrepression. The realm of special education and its historical background in conjunction with the many facets of nondiscrimination should be the focal point. Thus, it is my hope that this paper will give students, parents, and educators the knowledge and insight into the issues i.e. court cases, which surround nondiscrimination and its key ideologies in the domain of special education reform. To understand how special education reform emerged, we need to bethink some of the first federal laws of the United States that were designed to assist people with disabilities. Specifically, there was a federal law passed by the Fifth Congress dating back to 1798. This law authorized a Maine Hospital Service later known as the Public Health Service to bestow medical services to disabled sailors (Braddock, 1987). Unfortunately, up until World War II there were only a paltry number of federal laws able to assist persons with disabilities. Only war veterans with service-related disabilities were allowed assistance (NICHY, 1997). This purported that, for nearly all of United States history, institutions i.e. schools were permitted to... ...cided in its ruling that all students including those with disabilities be provided a publicly supported education. The court also adjured that the board of education allocate its funds equitably so that all children receive a free and appropriate education. Lastly, the court ordered the board to provide due process safeguards in the event the school attempt to alter a child’s educational status i.e. reassignment, transfers, suspension, and expulsion. In response to the seminal cases elucidated above, specifically PARC and Mills and impending litigation, Congress began passing new laws to further augment the rights of those students with disabilities. These new laws, most notably, utilized many of the legal principles that were integrated in those preceding suits insofar that students would be entitled a free and appropriate public education. Special Education Essay -- Educacional Policies, Non Discrimination According to the democratic theory postulated by Amy Gutmann, citizens should be entitled to make rules that govern educational policies at national levels. These policies should reflect the ongoing scrutiny of the liberal principles of nonrepression (education may not proscribe deliberation pertaining to any particular set of rational ideas) and nondiscrimination (parents nor educators may espouse practices that may deter children from partaking in a democratic education). Importantly, the discretional power of these citizens should be constrained by those fundamental principles of nondiscrimination and nonrepression. The realm of special education and its historical background in conjunction with the many facets of nondiscrimination should be the focal point. Thus, it is my hope that this paper will give students, parents, and educators the knowledge and insight into the issues i.e. court cases, which surround nondiscrimination and its key ideologies in the domain of special education reform. To understand how special education reform emerged, we need to bethink some of the first federal laws of the United States that were designed to assist people with disabilities. Specifically, there was a federal law passed by the Fifth Congress dating back to 1798. This law authorized a Maine Hospital Service later known as the Public Health Service to bestow medical services to disabled sailors (Braddock, 1987). Unfortunately, up until World War II there were only a paltry number of federal laws able to assist persons with disabilities. Only war veterans with service-related disabilities were allowed assistance (NICHY, 1997). This purported that, for nearly all of United States history, institutions i.e. schools were permitted to... ...cided in its ruling that all students including those with disabilities be provided a publicly supported education. The court also adjured that the board of education allocate its funds equitably so that all children receive a free and appropriate education. Lastly, the court ordered the board to provide due process safeguards in the event the school attempt to alter a child’s educational status i.e. reassignment, transfers, suspension, and expulsion. In response to the seminal cases elucidated above, specifically PARC and Mills and impending litigation, Congress began passing new laws to further augment the rights of those students with disabilities. These new laws, most notably, utilized many of the legal principles that were integrated in those preceding suits insofar that students would be entitled a free and appropriate public education.

Anthrax :: essays research papers

1. The anthrax bacillus is considered the first "germ" proved to cause human disease. In 2001, Anthrax was deliberately spread through the postal system by sending letters with powder containing anthrax. This caused 22 cases of anthrax infection. 2. Anthrax is a serious disease caused by Bacillus anthracis, a bacterium that forms spores. There are three types of anthrax: skin (cutaneous) lungs (inhalation) digestive (gastrointestinal) 3. Anthrax is not known to spread from one person to another. Humans can become infected with anthrax by handling products from infected animals or by breathing in anthrax spores from infected animal products (like wool, for example). People also can become infected with digestive anthrax by eating undercooked meat from infected animals. 4. The symptoms (warning signs) of anthrax are different depending on the type of the disease: Cutaneous: The first symptom is a small sore that develops into a blister. The blister then develops into a skin ulcer with a black area in the center. Gastrointestinal: The first symptoms are nausea, loss of appetite, bloody diarrhea, and fever, followed by bad stomach pain. Inhalation: The first symptoms of inhalation anthrax are like cold or flu symptoms and can include a sore throat, mild fever and muscle aches. Later symptoms include cough, chest discomfort, shortness of breath, tiredness and muscle aches. 5. Antibiotics are used to treat all three types of anthrax. Early identification and treatment are important. Treatment is usually a 60-day course of antibiotics. Success depends on the type of anthrax and how soon treatment begins. 6. Vaccination. There is a vaccine to prevent anthrax, but it is not yet available for the general public. 7. Those who are often exposed to animals, or those in developing countries, especially those without strong veterinary public health programs. 8. The bacterium's destructive properties are due largely to toxins, which consist of three proteins: protective antigen, edema factor, and lethal factor. Protective antigen (PA) binds to select cells of an infected person or animal and forms a channel that permits edema factor and lethal factor to enter those cells. Edema factor (EF), once inside the cell, causes fluid to accumulate at the site of infection. EF can contribute to a fatal buildup of fluid in the cavity surrounding the lungs. It also can inhibit some of the body's immune functions.

David Livingstone :: essays research papers

David Livingstone is a Scottish missionary and physician. He spent most of his life exploring Africa. He helped Europeans learn a lot about the continent of Africa. Livingstone was born in Scotland. His parents were really religious so David followed his dad’s footsteps. David is a really hard working person, the reason why he would want to go to Africa was because he knew that there weren’t a lot of Christians there; he also knew that not many people there knew about Christ. At age ten he began working in the local cotton mill, he had to work long hours and he got too little pay for what he was doing. When he didn’t work, he would just stay at home to study, and in 1836 he entered Anderson's College in Glasgow. He was mainly interested in theology and medicine. In 1838 the London Missionary Society accepted him as a candidate, and two years later he received a medical degree from the University of Glasgow. The First War between Britain and China ruined his hope s of becoming a medical missionary to China, but the missionary society arranged a new placement for him in southern Africa. He was supposed to be preaching in the southern part of Africa; however, due to the fact that he wasn’t successful, he went to the north. While he was there, he worked with an individual named, Robert Moffat. Later on he married his daughter, Mary Moffat. For the next 15 years, Livingstone was constantly moving into the African interior. He was strengthening his missionary determination he was also responding entirely to the delights of geographical discovery; he was building for himself a Christian, a courageous explorer, and a fervent antislavery advocate. As a missionary, David Livingstone quickly believed that what he was supposed to do is to not remain in one spot, preaching the gospel to the few local people willing to listen. Instead, he should keep on moving, reaching new groups and extending to them to be more familiar with what God wanted them to do with Christianity. Eventually he would expand this idea into a belief that his role was to open up Africa's interior to broader influences from Western civilization. Once that occurred, he would work hand in hand to end slave trading and uplift African peoples. Such motives drove Livingstone. He worked really hard as a missionary but he still had the desire to keep on exploring.

Encounters with peope of different cultures

Encounters with people of different cultures in their own countries or communities 2 3 4 5 Coping with the customs of host countries or communities, e. g. rules and courtesies that local people observe and may expect me to observe. Encountering the different customs of people from other cultures, e. g. dress, spec al occasions, etc. Adapting to the rhythm of life in other cultures, e. g. getting used to different meal times etc. Integrating with the customs or behaviour of host countries, e. g. eginning to use forms of greeting that is very different from my own. Encounters with different cultures in the host university Clarifying areas of uncertainty about university arrangements, e. g. describing what I am used to and asking what happens in the other culture. Adapting to other administrative and academic practices, e. g. using unfamiliar procedures to complete a work task. Coping with different formal ties, e. g. learning new ways of showing respect to senior colleagues from other cultures.Relating to fellow students from other cultures, e. g. learning what they like to talk about during breaks. Being aware of issues to be avoided with a different cultural group, e. g. learning what opics seem to be avoided and what the group's views are likely to be about a current political situation. Building bridges between colleagues ot my own culture and those ot a ditterent culture, e. g. sensing that someone of my culture has said the wrong thing and explaining the misunderstanding to both sides.Section 3 A continuing record of intercultural encounters In this section you can record many kinds of intercultural experiences and encounters that you feel have helped you develop your intercultural skills. In each record, describe what happened and how this enabled you to advance your nowledge and understanding of – or attitude to – intercultural ‘events' ( interactions with people from other cultures, etc). Date: 31109/2012 As soon I arrived at the rent ed place, I found out that my flatmates were both Spanish and I feared that I would be left apart due to my level of Spanish,.However, to my surprised they were both very welcoming and even try their best to understand my poor Spanish and were willing to show me around and give me very helpful tips in relation, to transportation, nightlife and food consumption. Place: Pozuelo de Alarcon The suggestions made by flatmates were quite helpful, on the next day I went to rder my student travel card wish made really easier to travel around Madrid. Their travel system is very similar London travel system which actually work base on the zones you have to move around. However, the store was closed from 12 to 14 0'clock as well as every store around.Such thing was very strange to me and as my flatmates explained it is common thing in Spain for stores to be close at such time due to their weather conditions is too hot work there for thy take a break. It is at that point were a have notice that weather conditions have a huge effect on Spain Culture. Place: Groningen University The team work experience with the guys, gave me the opportunity to improve my communication skills, because we could express one's need, wants and opinion without offending the sensitiveness of the other guys.In addition, I believe I strengthen my Teambuilding skills, as I was the person who motivated the others. The members recognised that, and I was the point of communication between the others. From this experience I realised how much I would like to work for the Human Resources, as I believe to be able to maintain group cooperation and support, and to keep a group updated how it is moving forward to the achievement of the goals. Date: 31/10/2012 On 31/10/12 1 had a presentation to be done together with 3 more students. It was me, a Spanish girl, a Romanian guy, and a Dutch guy.The Dutch guy most of the times we had meeting was quite rude with the other guys. He wanted the work to be done, and he was actually the first not to do it. The day of the presentation, I had a small argument with him. The presentation went well, we scored 7. 2. This guy, during the conversation with our coach said that he was the best and that the other guys, us, did not have the competencies to do the presentation. Place: At first, I got really upset and offended, as he should not dear to say these bad things to his team member.Secondly, I believe he should have told us in a private conversation, as all of us were really embarrassed, and we all thought that what he was saying was not actually true. Finally, I spoke with him and he apologised about what happened with the guys and l. I hope he understood that he should not criticise others, when he is the first person who makes mistakes. Date: 03/11/2012 In these days I was reflecting how the Dutch academic semester works so differently trom the English semester. Here, every semester is made trom two periods.In each period there are at least three mo dules to study, therefore exams, reports, group works and presentations to do. At my university, we only have four modules for semester, whilst here there are at least six for each semester. I could see how I improved time management planning and organizational skills. Place: Groningen My skills improved because the amount of work to do was higher than my expectations. In fact, I had to develop goals for my personal achievements, and identify tasks to be accomplished. In addition, I learnt how prioritise tasks and take esponsibilities for the decisions I made.Based on the above please prepare a SWOT analysis of the stage that you believe are at in terms of cross cultural competence; (i. e. strengths and weaknesses) and where you would like to get to by January. What are the opportunities for enhancing your competence and what are the threats which may thwart your endeavours if left untackled? Studying the first semester of the second year in ESIC located in Madrid, Spain enables me to break down barriers as well as communicate and interact with people from different cultures in ways beyond no lecture room or university hall can.

Conditions & Warranty

INTRODUCTION: The Sales of Goods Act 1893 provides the definition of ‘condition’ and ‘warranty’. During the period between 1893 to 1962 both ‘condition’ and ‘warranty’ was generally accepted that they were the only two types of terms which assist in ‘identifying the breaches which entitled the injured party to terminate the contract. In the turning point of 1962, a new type of term-intermediate term brought about a whole new page into the Law of Contract. Hong Kong Fir Shipping Co. Ltd vs Kawasaki Kisen Kaisha Ltd is the key case which owns the credit for this discovery.In the case, the ship owner hired out the Hong Kong fir, ‘being in every way fitted for ordinary cargo service’. The ship was delivered on 13 February 1957, sailing from the United State to Osaka. Due to the age of the ship’s machinery, the engines were old inadequate. However, the numbers of staff were insufficient and the chief engineer wa s incompetent. Consequentially, twenty weeks out of twenty four months was the ship ‘off hire’ for repair. On the other hand, freight rates had fallen during that period.The new rate was a quarter and a third cheaper than the rate fixed originally. The charterer wished to terminate the contract for the owner’s failure to hire out a seaworthy ship which they claimed to be a ‘condition’ and that the consequences of the breach was so serious that it has frustrated their purpose in entering into the charter-party. It was held seaworthiness was not a condition in their contract and that the delay caused by the repairs was not as grievous as to frustrate the charter-party’s commercial purpose.Therefore the chartered cannot terminate the contract. In a contract of sale, usually parties makes certain statements or the stipulation about the goods under sale or purchase. These stipulations in a contract of sale made with reference to the subject matter of sale. It may be either a condition or warranty. These stipulations forms the part of the contract of sale and a breach of which may provides a remedy to the buyers against the seller.The provisions relating to conditions and warranties are covered under section 11 to 17 of the sales of Goods Act. Section 11 of the Sale of Goods Act 1930 provides, â€Å"Unless a different intention appears from the terms of the contract, stipulations as to time of payment are not deemed to be of the essence of a contract of sale. Whether any other stipulation as to time is of the essence of the contract or not depends on the terms of the contract†. In a contract of sale of goods there maybe various terms or stipulations.Though the definition of the word â€Å"stipulation† in the act is not been given, but when refer in Halsbury’s Laws of England, ‘stipulation is said to include only promises and not collateral contingencies beyond the control of either party e. g. , in s ales of goods â€Å"to arrive†. A bare ‘representation’ will not amount to a stipulation. Such stipulation maybe of major terms/conditions and minor terms/warranty. Condition means a stipulation or provision; a thing on whose fulfilment another thing or act is made to depend, something agreed upon as a requisite to the doing or taking effect of something else.Section 12(2) of Sales of Goods Act, 1930 defined conditions as â€Å"a stipulation essential to the main purpose of the contract, the breach of which gives rise to a right to treat the contract as repudiated†. On the other hand, â€Å"Warranty is an agreement with reference to goods which are the subject of a contract of sale, but collateral to the main purpose of such contract, the breach of which gives rise to a claim for damages but not a right to reject the goods and treat the contract repudiated.It may be, express or implied† ; According to Section 12(3) of Sales of Goods Act, 1930, †Å"a warranty is a stipulation collateral to the main purpose of the contract, the breach of which gives rise to a claim for damages but not to a right to reject goods and treat the contract as repudiated. † Thus, there are obligations other than conditions which are not so vital to substance of the contract, however, those terms must be performed because their breach do not cause repudiation of the contract but may lead to sue for damage.In case of a breach the party at fault is liable to pay compensation Section 12(1) of the act state that, â€Å"A stipulation in a contract of may be a condition or a warranty† explaining that all terms and stipulations of the contract of sale are not of equal important and also of same consequences, however, some of terms are so vital to the contract that their failure to fulfil would cause breach of contract as a whole. Such terms are known as â€Å"Conditions†. Further, a term which are not of so vital importance is known as à ¢â‚¬Å"Warranty†.Under Section 12(4) which provides that â€Å"whether a stipulation in a contract of sale is a condition or a warranty depends in each case on the construction of the contract. A stipulation may be a condition though called a warranty in the contract†. Therefore, every contract is to be assessed in the light of circumstances including intention of the parties and also terminology used in the construction of the contract. CONDITIONS: Section 12(2) of the act defines a condition as â€Å"a stipulation essential to the main purpose of the contract, the breach of which gives rise to a right to treat the contract as repudiated. Conditions is called an ‘express condition’ when a condition is expressed clearly in writing. A condition is a stipulation essential to the main purpose of the contract. It is very vital to the existence of the contract. It is regarded as the very basis or foundation of the contract. In case there is a breach of condition , the aggrieved party gets the right to treat the contract as void and can claim damages. Giving an illustration: A wants to purchase a horse form B, which can run at a sped of 55km/hr. B pointing out a particular horse says ‘this horse will suit you. But later after purchasing the horse, A finds that the horse can run at a speed of 40km/hr. This is a breach of condition because the stipulation made by the seller forms the very basis of the contract. WARRANTY: According to Section 12(3) of the Act, â€Å"Warranty’ is a stipulation collateral to the main purpose of the contract, the breach of which gives the aggrieved party a right to sue for damages only, and not to avoid the contract itself†. A warranty is called an ‘express warranty’ when cush a warranty is expressed clearly in writing.A warranty is a stipulation subsidiary to the main purpose of the contract. It is not so vital to the existence of the contract as a condition. It is not regarded as the very basis of foundation of the contract. If there is a breach of warranty, the aggrieved party cannot treat the contract as void. He can only claim damages. As per Halsbury’s Laws of England, â€Å"A contract may contain conditions and warranties. A conditions is a stipulation which is fundamental to the contract, whereas a warranty is a provision which is subsidiary or collateral to the main purpose of the contract.The question whether a particular stipulation is a condition or warranty depends upon the intention of the parties to be ascertained in the case of a written contract from the documents and in the case of an oral contract from the surrounding circumstances. Giving an illustrations: A man buys a particular horse, which is warranted to be quiet to ride and drive. The horse turns out to be Vicious, the buyer’s only remedy is to claim damages. This is a breach of warranty, because the stipulation made by the seller was only a collateral one.DIFFERENCES B ETWEEN CONDITIONS AND WARRANTIES; Basis of Differences:Condition:Warranty: Nature-A condition is essential to the main purpose of the contract. It is only collateral to the main purpose of the contract.  ¬As to Breach-Here, the aggrieved party can repudiate the contract and exempted from performance and can claim damages also. Here, the aggrieved party cannot rescind the contract, but can claim damages only. Treatment-A breach of contract may be treated as a breach of warranty.A breach of warranty cannot be treated as a breach of condition. Root of the Contract-A condition goes direct to the root of the contract. A warranty does not go direct to the root of the contract. As of Effect-Condition is one something agreed upon as a requisite to the doing or taking effect of something else, a thing on whose fulfilment another thing or act is made to depend; a stipulation or provision; mode or state of being, state in which a thing exists. Warranty is a guarantee or security that goods a re of the quality stated.It is a promise or covenant by deed by the bargainer, for himself and his heirs, to warrant or secure the bargainee and his heirs, against all men for the enjoying of the thing granted. WHEN CONDITION IS CONSIDERED AS WARRANTY: In Maruti Udyog Ltd. vs Susheel Kumar Galigotra case, the complainant had a defect in the manufacturing of the car purchased by him and requested for a replacement. In this case, we see that the terms clearly referred to replacement of defective part and not the replacement of car.The High Court order for a replacement of car but the Supreme Court held that the order of the High Court was not proper and entitled the complainant to get replacement of defective part at the cost of appellant. In addition to this, the Supreme Court awarded Rs. 50,000/- for the inconvenience caused to the purchaser. As per Section 13 of the Sale of Goods Act, Condition is as warranty treated under the following circumstances; Where a contract of sale is su bject to any condition to be fulfilled by the seller, the buyer may aive the condition or elect to treat the breach of the condition as a breach of warranty and not as a ground for treating the contract as repudiated. In this section it mentions that, either party may â€Å"voluntarily waive a stipulation† which is for the benefit of the party. Although, the benefit of parties may be waived by mutual consent. In other case, where a horse was sold with a warranty of soundness, held that the mere fact of the buyer getting a veterinary doctor’s certificate as to the soundness of the horse, will not amount to waiver of the warranty.Once, the buyer waives the condition he cannot afterwards compel the performance and on this ground cannot also repudiate the contract. 1. Where a contract of sale is not severable and the buyer has accepted the goods or part thereof, the breach of any condition to be fulfilled by the seller can only be treated as a breach of warranty and not as a ground for rejecting the goods and treating the contract as repudiated, unless there is a term of the contract, express or implied, to that effect.This section is subject to two conditions. In the first place this is possible only when the contract is not severable. Secondly, there is nothing in the contract which expressly or impliedly provides the contrary. If these two conditions are satisfied the buyer may elect to treat the breach of condition as a breach of warranty. 2. Nothing in this section shall affect the case of any condition or warranty fulfilment of which is excused by law by reason of impossibility or otherwise.Thus, when condition is being reduced to the level of warranty, the right to reject the goods has been loses by the buyer, that he shall have to be content to the remedy of damages for the breach of condition. When a condition in the contract of sale has not been fulfil (i. e. fails to perform the condition) by the seller, then it is the right of the buyer t o waive the condition as a breach of warranty. The consent depends upon the buyer and not of the seller.In Wallis vs Pratt case one of the clauses of a contract of a sale by sample of a seed called â€Å"Common English Saifoin†, as per a condition sellers gave the warranty express or implied, as to growth description or any other matters. Instead of delivering â€Å"Common English Saifon†, the sellers delivered another seed called â€Å"giant saifoin† but it could be discovered only after sowing. The said seeds were sold by the buyer to a third party who after sowing discovered that the seeds were in fact â€Å"giant saifoin† whose market value was much lower. Since the seeds had lready been sold to the third party. They were thus accepted, it was held that the buyer had to pay damages to the said third party. In an action brought against the seller, it was held by the House of Lords that the sellers were bound to pay damages. Delivering the judgment it w as held that a buyer may treat a breach of condition as a breach of warranty. In this case Fletcher Mouton LJ said that, â€Å"it will be seen, therefore, that a condition and a warranty are alike obligations under a contract, a breach of which entitles the other contracting party to damages.However, in the cases of breach of condition, he has the option of another and a higher remedy, namely, that of treating the contract as repudiated. But as i have said, he must act promptly if he desires to avail himself of this higher remedy in Section 11, sub-section 1(c), two cases are given in which he will be deemed as matter of law to have elected to content himself with his right to damages. The two cases named are the case where the buyer has accepted the goods or part thereof and the case where the contract is for specific goods, the property in which it has passed to the buyer.I see no reason to suppose that the Act intends that these should be the only modes in which a buyer can effe ctively bar himself from taking advantage of the choice of remedies given in the case of a breach of a condition, but that is a pint which it is not necessary to discuss in the present case. In the same case, Lord Loreburn L. C. , observed: â€Å"If a man agrees to sell something of a particular description he cannot require the buyer to take something which is of a different description and a sale of goods by description implies a condition that the goods shall correspond to it.But, if a thing of a different description is accepted in the belief that it is according to the contract, then the buyer cannot return it after having accepted it; but he may treat the breach of the condition as if it was a breach of warranty or that what was a condition in reality had come to be degraded or converted into a warranty. It does not become degraded into a warranty ab-initio, but the injured party may treat as if it had become so, and he becomes entitled to the remedies which attach to a breac h of warranty.EXPRESS & IMPLIED CONDITIONS AND WARRANTIES: Conditions and warranties may be either- a) Express or b) Implied. When any stipulation is inserted in the contract at the will of the parties, it is said to be expressed conditions and warranties. The implied conditions and warranties, are those which are presumed by law to be present in the contract though they have not been put into it in expressed words. Express conditions and warranties are those which are entered in clear words in the contract. They are expressly provided in the contract of sale.Implied conditions and warranties are those which the law incorporates into the contract unless the parties agree to the contrary. They may, however, be cancelled or varied by an express agreement or by the course of the dealings between the parties or by usage and custom of trade. Implied conditions are dealt within Section 14 to 17 of the Sale of Goods Act, 1930, it is binding in every contract of sale unless they are inconsi stent with any express conditions and warranties agreed to by the parties. Regarding implied undertaking as to title, etc.. section 14 of the Act provides, â€Å" In a contract of sale, unless the circumstances of the contract are such as to show a different intention there is; a)An implied condition on the part of the seller that, in the case of sale, he has a right to sell the goods and that, in the case of any agreement to sell, he will have a right to sell the goods at the time when the property is to pass; b)An implied warranty that the buyer shall have and enjoy quiet possession of the goods; c)An implied warranty that the goods shall be free from any charge or encumbrance in favour of any third party not declared or known to the buyer before or at the time when the contract is made. In every contract of sale, the first implied condition on the part of the seller is that- a)In case of a sale, he has a right to sell the goods. b)In the case of an agreement to sell, he will hav e right to sell the goods at the time when the property is to pass. The Buyer is entitled to reject the goods and to recover the price, if the title turns out to be defection as per Section 14(a) of the Act. Implied Condition: In the absence of any contract to the contrary, the following conditions are implied in every contract of sale of goods: Condition as to title: as per section 14(a) of the Sale of Goods Act, in a contract of sale, there is an implied condition on the part of the seller that, in the case of a sale, he as a right to sell the goods and that, in the case of an agreement to sell, he will have a right to sell the goods at the time when the property is to pass. This condition is called a ‘Condition as to title’. If the seller has no right to sell the goods and the buyer has to return them to the owner, the buyer can recover the price from the seller, because the consideration has failed. In Dickenson Vs Naul case it was observed that if the buyer having bought the goods from a seller took the delivery of the same but was compelled to pay the price to the true owner, he was not bound to pay the price to his seller, who sold the goods without having a right to sell the same.If the title turns to be defective, the seller shall be held responsible. The buyer is entitled to repudiate the contract and to claim the price to be returned to him. Regarding sale by description: Section 15 of the Act provides, â€Å"Where there is a contract for the sale of goods by description, there is an implied condition that the goods shall correspond with the description; and, if the sale is by sample as well as by description it is not sufficient that the bulk of the goods corresponds with the sample if the goods do not also correspond with the description. † . To apply this section it is necessary that- 1)There should be a sale by description and 2)The goods should correspond with the description.Though the word â€Å"description† has not been defined in the Act, we can simply understood that description means a particular kinds or variety of goods. A sale by description contained variety of situations. Lord Wright, said in Grant Vs Australian Knitting Mills ; â€Å"It may also be pointed out that there is a sale by description even though the buyer is buying something displayed before him on the counter: a thing is sold by description, though it is specific, so long as it is sold not merely as the specific thing, but as thing corresponding to a description. † A sale by description also includes the statement which is necessary to establish the identity of goods. In relations to section 16 of the Act, regarding Condition as to Quality or Fitness.This section is based on the principle that is the duty of the buyer to satisfy himself that the goods to be bargained are fit to his purpose rather it is saleable, or if, the buyer purchases the goods for specific purpose it is his duty to ensure before the purchase that the goods in sale are suitable for the particular purpose, including the quality or fitness for the particular purpose. To fit within Section 16(1) of the Act, the following conditions are to be satisfied: -if the buyer had made known to the seller the purpose of his purchase, and -the buyer relied on the seller’s skill and judgement, and -seller’s business to supply goods of that description Giving an illustration: A’ purchased a hot water bottle from a chemist. The bottle burst and injured his wife.Held, breach of condition as to fitness was committed and thus chemist was liable for refund of price and the damages. Condition As To Merchantability: This condition is implied only where the sale is by description and the goods should be of ‘merchantable quality’ i. e. the goods must be such as are reasonably saleable under the description by which they are known in the market. Section 16(3) of the Act which provides that â€Å"An implied warran ty or condition as to quality or fitness for a particular purpose may be annexed by the usage of trade†. It is very clear that in commercial transactions in respect of particular trade usage and custom there would be an implied warranty or condition as to quality or fitness.Thus, custom and usage is admissible to annex incidents to written contracts, in matters with respect ot which they are silent. In such matters the parties make reference to there known usages. In Jones Vs Bowden , where it was usual in the sale by auction of drugs, if they were sea-damaged, to express that in the seller’s catalogue. The seller in this case exhibited samples of the quality, but did not disclose that they were sea-damaged. It was held that this was equivalent to saying that they were not sea-damaged. Thus, this exception is contained in the illustrated case, but, custom and usage which affect the parties, should not be unreasonable.The custom should not be inconsistent with the expres s terms of the contract. Thus, while dealing with the implied conditions under section 16(2) and Section 16(3) of the Act, the quality or fitness of goods for a particular purpose is determined by the usage of trade and annexed to the contract of sale. Section 16(4) of the Act provides that, â€Å"An express warranty or condition does not negative a warranty or condition implied by this Act unless inconsistent therewith†. It is at he option of the parties to include any express warranties or conditions during contract of sale, however, such warranties or conditions should not be contrary to any warranties or conditions implied by the Act.The express terms of contract would not be inconsistent with the implied conditions. Thus, the goods passed by inspection of East India Company, did not exclude merchantableness. Condition as to Wholesomeness: The Sale of goods Act has provided no separate section with respect to the matter of wholesomeness. In the case of eatables and provis ions, in addition to the implied condition as to merchantability, there is another implied condition that the goods shall be wholesome. In other words, the goods must be free from any defect which make them unfit for human consumption. In Frost Vs Aylesbury Dairy & Co. Ltd. , case milk was supplied by a milk dealer and A went to him and bought milk for family use.The milk dealer assured that the milk was free from the germs of disease. But the milk contained germs of typhoid and buyer’s wife died. The milk as not being fit for use, the milk dealer was held liable for damages. Sale by sample(Section 17): In a contract of sale by sample, there is an implied condition that- a)The bulk shall correspond with the sample in quality; b)The buyer shall have a reasonable opportunity of comparing the bulk with the sample, and c)The goods shall be free from any defect rendering them un-merchantable, which would not be apparent on reasonable examination of the sample. Example: A company s old certain shoes made of special sole by sample for the French Army.The shoes were found to contain paper not discoverable by ordinary inspection. Held, the buyer was entitled to the refund of the price plus damages. Sale by sample as well as by description: Where the goods are sold by sample as well as by description the implied condition is that the bulk of the goods supplied must correspond both with the sample and the description. In case the goods correspond with the sample but don’t tally with the description or vice versa, the buyer can repudiate the contract. Giving an illustration: A agreed with B to sell certain oil described as refined rape seed oil, warranted only equal to sample. The goods tendered were equal to sample, but contained a mixture of hemp oil.B can reject the goods. Implied Warranties: A condition may reach to the level of a warranty in cases where buyer is content with his right of damages or cannot reject the goods. The examination of Section 14 a nd 16 of the Sale of Goods Act, 1930 disclosed the following implied warranties: Warranty as to undisturbed possession[Section 14(b)]: An implied warranty that the buyer shall have and enjoy quiet possession of the goods. That is to say, if the buyer having got possession of the goods, is later on disturbed in his possession, he is entitled to sue the seller for the breach of the warranty. In Mason Vs Burmingham , A purchased a second hand typewriter from B.B spent money to repair it to bring it in order. As the typewriter was a stolen one. A was compelled to return the same to its true owner. It was held that B had made a breach of warranty implied in a contract of sale of goods that the buyer should have and enjoy quiet possession of the goods. A was entitled to recover the sum given to B and also the repair charges from B. Warranty of freedom from Encumbrances[section 14(c)]: An implied warranty that the goods shall be free from any charge or encumbrance in favour of any third pa rty not declared or known to the buyer before or at the time the contract is entered into. In Niblett Vs Confectioner’s Materials Co. on a sale of 3000 tins of preserved milk labelled ‘Nissly brand’, the customs authorities destroyed the labels on the ground of an infringement of a trade mark and handed the tins without labels. It was held that the buyer could either reject the goods or claim damages on the basis of the reduced sale value. Disclosure of dangerous nature of goods: There is an implied warranty on the part of the seller in case of the goods, inherently dangerous or they are likely to be dangerous to the buyer and the buyer is ignorant of the danger, the seller must warn the buyer of the probable danger. If there is breach of this warranty, the seller will be liable in damages.In Clarke Vs Army and Navy Co-operative Society ,C purchases a tin of disinfectant powder from A. A knows that the lid of the tin is defective and if opened without care it may be dangerous, but tells nothing to C. As C opens the tin causes injury. A is liable in damages to C as he should warned C of the probable danger. Warranty as to quality or fitness by usage of trade: As per section 16(3) of the Act, an implied warranty as to quality or fitness for a particular purpose may be annexed by the usage of trade. In Jones Vs Bowden a warranty against sea water damage was recognized on the score of trade usage. Giving an illustrations: A drugs was sold by an auction and according to the usage of trade.It was to disclose in advance any sea-damage, otherwise it will be taken as a breach of warranty if no such disclosure has been made and the goods found to be defective. EXCLUSION OF IMPLIED CONDITIONS AND WARRANTIES: In accordance to section 16(4) of the Act, â€Å"An express warranty or condition does not negative a warranty or condition implied by this Act unless inconsistent therewith. † That means that when the parties expressly agree to such stipul ation and the same are inconsistent with the implied conditions and warranties, the express conditions or warranties will prevail and the implied ones, mentioned in Sections 14 to 17 would be negative. An express warranty is generally obtained for extra protection of the buyer and not to limit the liability of the seller.In Baldry Vs Marshall, it was observed that in the case of the sale of a car and where the condition was that it must be reasonably fit as a touring car to such stipulation may added the condition as to its fitness for a particular purpose or as to it merchantable quality. An action may be founded in such cases on the covenant without need to rely on the implied warranty or condition. CONCLUSION: Condition and Warranties forms a significant part in the Sale of goods Act 1930, which mainly dealt from section 11 to section 17 of the Act. Every contract of sale contains a number of representations or terms or stipulations or statements regarding nature, price and quali ty of goods. The sale of Goods Act deals with two types of stipulations relating to contract of sale namely stipulations as to(Section 11) and stipulations as to goods(section 12-17).A condition is a major term which is vital to the main purpose of the contract, whereas, warranty is a less important term that it does not go to the root of the contract. Both conditions and warranties has express and implied conditions/warranties. BIBLIOGRAPHY 1. Agrawal, R. K. Legal Dictionary, Pioneer Printers, Agra, 21st Revised & Enlarged Edition, 2010 2. Dr. Kapoor, S. K. Contract II, Central Law Agency, 13th Edition 2012 3. Dr. Tripathi, S. C. The Sale of Goods Act, Act No. III of 1930, Central Law Publications, Second Edition 2010 4. Myneni S. R. , Contract II(Special Contract), Asia Law House, 1st Edition 2010-2011 5. Conditions and Warranty â€Å"http://www. lawteacher. net/contract-law/essays/sales-condition-warranty. php†

God and Philosophy Essay

Many philosophers will say that God plays an important role in a person’s mental being. Others will argue that he doesn’t and that we decide by our own mentality. The three thinkers that will be discussed in this paper made a large impact in the philosophical world with their theories and reasons. Descartes, Kant, and Hume are all important players in the world of philosophy, but according to other philosophers, so is God. Rene Descartes, a noted French philosopher, scientist, and mathematician, coined the Latin phrase â€Å"Cogito ergo sum† (I think, therefore I am). He â€Å"refused to accept the scholastic and Aristotelian traditions that had dominated philosophical thought throughout the medieval period† (www. iep. utm. edu). He frequently contrasted his views with those of his predecessors. In his theology, he insists on the absolute freedom of God’s act of creation. In 1641, he wrote Mediations on First Philosophy, which he employed a method called methodological skepticism; where he doubts any idea that can be doubted. God, in Descartes’ metaphysics, is the bridge from the subjective world of thought to the objective world of scientific truth. â€Å"The mind, owing its existence to God, is innately programmed with certain ideas that correspond to reality; hence the importance, in Descartes’ system, of proving the existence of God, the perfect guarantor of our ideas, so that the mediator can move from isolated flashes of cognition to systematic knowledge of the nature of reality† (Cottingham, 31). In Meditations, he mentions the idea of a benevolent God. â€Å"Because God is benevolent, he can have some faith in the account of reality his senses provide with a working mind and sensory system and does not desire to deceive him; however, this is a continuous argument, as his very notion of a benevolent God from which he developed this argument is easily subject to the same kind of doubt as his perceptions† (www. wikipedia. com†). Descartes sought to retain the belief in the existence of innate ideas together with an acceptance of the values of data and ideas derived from an experience. Next up is Immanuel Kant, a German philosopher that held that there is an objective moral law. Most philosophers view morality very differently. Some think there is an objective moral law, but that it depends on God’s will. â€Å"Others thought morality was to do with reason, but that the reasoning was all about how to promote some objective, like one’s own happiness of welfare of society† (Walker, 5). Kant rejected these ideas, because morality is depending on something outside itself- God’s will. Kant inquired whether it could be possible to ground synthetic ? a priori’ knowledge for a study of metaphysics, because most of the principles of metaphysics from Plato through Kant’s immediate predecessors made assertions about the world or about God or about the soul. Kant’s works of 1755 reveal more of his originality and his enduring themes. Universal Natural History, deriving the present state of the planets from postulated initial conditions by reiterated applications of the laws of Newtonian mechanics, manifests not only Kant’s commitment to those laws, for which he was subsequently to seek philosophical foundations, but also his commitment to thoroughly naturalistic explanations in science, in which God can be the initial source of natural laws but never intervenes within the sequence of physical causes. Kant still holds that the existence of God can be proved as a condition of the possibility of any reality. Finally, Kant further develops his argument that scientific explanation cannot allow divine intervention in the sequence of events, and that God must be seen only as the original ground of the laws of nature. The existence of God is therefore to Kant a necessary assumption for what he sees to be an objectively valid morality. Lastly, David Hume, British philosopher, is considered one of the most influential religious philosophers. Hume questioned the process of inductive thinking, which had been the hallmark of science. He criticized the standard proofs for God’s existence, traditional notions of God’s nature and divine governance, the connection between morality and religion, and the rationality of belief in miracles. He also advanced theories on the origin of popular religious beliefs, grounding such notions in human psychology rather than in rational argument or divine revelation. For Hume, all objects of human reason are divided into two kinds: Relations of Ideas and Matters of fact. All reasoning of matters of fact is founded on Cause and Effect. Cause and Effect play a big role in Hume’s philosophy. Hume wrote The Natural History of Religion in 1757. Its main theme is the causes and consequences of the religious development of mankind from polytheism to monotheism. â€Å"Belief in a god or gods is not natural like belief in an external world, since there are races in which it is not to be found† (Quinton, 52). Contrary to many critiques Hume does believe that there is a God, however he does not believe that God is all greatness like society commonly assumes and accepts. Hume argues that because one sees an effect that doesn’t mean that we can automatically know or assume its cause. This argument can be used to explain the creation of the world. As influential as Hume was, he remains an academic skeptic, making the reasonable judgments of an ordinary life, regardless of lack of academic knowledge. God played an important role in every philosopher’s thinking. They either tried to provide proof that he does or does not exist, or tried to decipher why so many people followed a man whom they have never even met. Nevertheless, God played an important role in Kant’s, Descartes’, and Hume’s philosophical thinking. Works Cited Burnham, Douglas and James Fieser. â€Å"Rene Descartes (1596-1650). † The Internet Encyclopedia of Philosophy. 2005. < http://www. iep. utm. edu/d/descarte. htm>. Cottingham, John. Descartes. New York, Rutledge: 1999. Quinton, Anthony. Hume. New York, Rutledge: 1999. â€Å"Rene Descartes. † http://en. wikipedia. org/wiki/Descartes. Walker, Ralph. Kant. New York, Rutledge: 1999.

Thesis1

READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO, LAGUNA: AN ASSESSMENT S. Y. 2011-2012 A Thesis Presented to the Faculty of Pamantasan ng Cabuyao Cabuyao, Laguna In Partial Fulfillment of The Requirements for the Degree of Bachelor of Secondary Education Major in English by: Magallanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The researchers would like to take this opportunity to extend their heartfelt gratitude to those who contributed in the success of the study.To   our   parents   and   family,   for   loving   and   supporting   us   morally   and   financially. To Dr. Gaudencio L. Lat   for   being   considerate   and   understanding   in   the administration   of the   study. To Professor Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professor   Edwin   Paming   for   allowing   us   to   conduct   the   test   during   his   class. To Professor Michelle Morado, for her competent educational guidance and assistance   from   the   very   start   until   the   completion   of   the   study. To Mr.Ronnie Batiao for his assistance, valuable advices, and generous support. To   Ms. Annie Vie Manago,   for   letting   us use   her   laptop   for   the   typing   and   editing of   the   manuscript. To Ms. Elham   Kashef   Saberi   and   Ms. Azadeh   Kashef   Saberi   for   their   help, cooperation   and   generous   support   for   the   completion   of   this   study. To   our   teachers,   for   sharing   their   knowledge   and   intelligence   with   the   researchers. To   our   classmates,   for   sharing   ideas,   concepts   and   even   mom ents   inside   and outside   the   classroom. The Researchers Vocabulary skills, in particular, are important.Why is it important? What are the advantages one can get from gaining a wide range of vocabulary? How do we learn from reading materials? Is reading materials a significant factor in one’s learning ability? It   is   a   fact   that   reading   materials   helps   in   developing   the   vocabulary   skills of   the   students. They   become   well   informed   by   reading   different   reading materials   such   as   educational   books,   journals,   newspapers,   dictionaries,   and magazines. Most   knowledge   is   transmitted   to   the   printed   page   or   electronically through   the   World   Wide   Web.However,   based   on the   results   of   the   study,   exposure   to   reading   materials does   not   necessarily   mean   that   you   are   skilled   in   terms   of   vocabulary. There are many   factors   which   needs   to   be   considered   such   as   the   age,   gender,   preferred reading   material,   reading   styles   and   socio-economic   status. The   main   aim   of   this   study   is   to   determine   how   reading   materials   help develop   vocabulary   skills   of   First   Year   Education   of   Pamantasan   ng   Cabuyao. How does their learning styles, age, socio-economic status affects the development of their vocabulary skills? Summary of Findings:The following are the findings of the study: 1. Majority   of   the   respondents   with   the   frequency   of   38   at   38%   belong   to   17 years of   age. Female   respondents   register   at   a   frequency   of   80   comprising   80%   of   the total   number   of   the   respo ndents. Most   of   the   respondents   belong   to   the   middle class at   a   frequency   of   55%. 2. The   following   are   the   results   of   a   series   of   tests   which   reveals   that   majority   read books with   weighted   mean   of   3. 81,   which   implies   that   the   students   often   read books   rather   than   magazines,   dictionaries,   journals,   and   newspapers. . In   a   series   of   test   conducted,   it   shows   that   book   is   the   common   reading material   read   by   the   students   which   helps   in   developing   vocabulary   skills. 4. The   comparative   analysis  Ã‚   resulted   in   the   significant   relationship   between   the exposure   to   the   different   reading   materials   and   vocabulary skills   development   of the   respondents. 5. The   results   of   the   series   of   the   tests   revealed   that   silent   reading   is   the   preferred   reading   style   of   the   students   which   helps   them develop   their   vocabulary   skills,   with   a   weighted mean   of   2. 3   and   is   verbally   interpreted   as   the   highest   rank   among   other   reading styles. Summary of Conclusions: Based   on   the   above   stated   results   of   the   investigation,   the   following   conclusion are   drawn: 1. A   typical   respondent   of   the   study   is   a   female  Ã‚   First   Year   Education   student   of Pamantasan   ng   Cabuyao   belonging   to   the   age   of   17. Furthermore, the   results  Ã‚  Ã‚   showed that   more   or   less   half   of   the   respondents   belong   to   the  Ã‚   middle   class   as   to   their   socio- economic   status   with   a   frequency   of   55   (55%). . The   First   Year Education   students   of   Pamantasan   ng   Cabuyao   choose   to   read books frequently   rather   than   magazines,   dictionaries,   journals,   and  Ã‚   newspaper  Ã‚   which could   help   them   in   developing   their   vocabulary   skills. 3. The   common   reading   materials   has   no   bearing   on   developing   vocabulary   skills   of  Ã‚   the First   Year   Education   students   at   Pamantasan   ng   Cabuyao. 4. Different   reading   materials   has   no   bearing   on   developing   vocabulary   skills   of  Ã‚   the First Year   Education   at  Ã‚   Pamantasan ng Cabuyao. 5.Silent,   oral,   and   extensive   reading   are   the   top   three   that   is   most   preferred   reading styles   of   the   First   Year   education   Students   at   Pamantasan   ng   Cabuyao  Ã‚   that   helps develop   their   vocabulary   skills. Recommendations: Based   on   the   result   and   conclusion   of   the   investigation,   the researchers   hereby recommend   the   following:   1. The   school   must   provide   interesting   reading   materials   appropriate to   the   age   of   the   students  . Therefore,   the  Ã‚   reading   materials must   be   of   general   interest   to   all      readers  Ã‚   both   female   and   male.Reading   materials   that   contains   interesting   facts   and   trivia’s   tend   to   attract   readers   from both   gender. The   results   also   shows   that   most   of   the   students  Ã‚   from   the   College   of Education  Ã‚   belongs   to   the   middle   class,   butà ‚  Ã‚   it   does   not   mean   that   those   students  Ã‚  Ã‚   from low,   higher   and   highest   class   should   be   satisfied   with   their   vocabulary   skills. They   are recommended   to   read   more,   especially  Ã‚   English   in   order   for   them   to   improve   their vocabulary   skills   that   will   be   necessary   in   their   future   professions.It also recommended that the government should provide reading materials in every schools. 2. The  school  must  provide more  interesting  reading materials in the library and the teachers should require to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. They   will   be   motivated  Ã‚   to   read   if   the   reading   materials   provided   for   them concerns   the   affective   domain. 3. More   reading   and   vocabulary   e xercises   are   recommended   for   further   enhancement   of the   students   vocabulary   skills.Even   though   the   students   preferred   to   read   books   as   the most   common   reading   materials   which   helps   in   developing   vocabulary   skills,   the  Ã‚   teachers should  Ã‚   promote   and   motivate  Ã‚   the   students   to   read   other   reading   materials. Teachers should also motivate the students to read magazines, newspapers, journals and dictionaries. 4. It is recommended that students and teachers must read more different reading materials and make as a daily habit in order to develop their vocabulary skills.Also recommended   that teachers   should   consider   the   different   reading   materials   that   will be   used   and   its   significance, they   should   consider   the individual   differences  Ã‚   of  Ã‚   the   stud ents   in   motivating  Ã‚  Ã‚   them   to   read. 5. The  reading  styles of the  students should  continuously indulge  Ã‚   themselves   in   reading   for them  to   improve   their   vocabulary   skills. Although   some of   the  Ã‚   respondents   got   average   scores   in   the   test, it   is   not   a   reason   for   them   to   be satisfied.They   are   still   recommended   to   read   newspaper, magazines, journals, dictionaries, and books   so   they   can enhance   their   vocabulary skills   and   become   effective   teachers   in   the   future. TABLE   OF   CONTENTS PAGE TITLE PAGE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ i APPROVAL SHEET†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ii ACKNOWLEDGMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iii ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv TABLE OF CONTENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. v LIST OF FIGURES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vi LISTS OF TABLES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. vii Chapter I: THE PROBLEM AND ITS BACKGR OUNDIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Background of the Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Hypotheses of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Objectives  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scope and Delimitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 5 Significance of the Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Theoretical Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Definition of Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Chapter II: REVIEW OF RELATED LITERATURERelated Local Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Related Foreign Literature  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Related Local Studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 Synthesis of Related Literature and Studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 Chapter III: RESEARCH METHODOLOGY Research   Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Respondents   of   the   Study  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Data   Gathering   Tools/Instrument†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 Data   Gathering   Procedure Statistical   Treatments   of   DataChapter   IV:   PRESENTATION,   ANALYSIS,   AND INTERPRETATION Profile   of   the   Respondent†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 Statistical   Treatment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦27 Reading   Styles   of   the   Respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 Chapter V:   SUMMARY, FINDINGS, CONCLUSIONS, AND RE COMMENDATION SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32 CONCLUSIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 33 RECOMMENDATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 APPENDICES Bibliography Survey   Questionnaire Curriculum   Vitae LIST OF FIGURES FIGURE 1:   CONCEPTUAL PARADIGM LIST   OF   TABLES 1. Table 1. . The percentage distribution of the respondents according to age. Table 1. 2 The percentage distribution of the respondents according to gender. Table 1. 3The percentage distribution of the respondents according to socio- economic status 2 &3. Table 2&3. Kinds of reading materials, common reading materials and fr equency of reading that helps in developing vocabulary skills. 4. Table 4. Test of Hypothesis for Pearson Correlation Coefficient Value 5. Table 5. Reading styles of the students which helps them develop their vocabulary skills.Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Reading   is   the   basic   tool   in   learning   other   subjects   taught   in   school. It   Ã‚  is   also an   instrument   in   understanding   the   different   subject   areas   like   arithmetic,   science, social studies,   English   and   other  Ã‚   subjects   depending   on   the   ability   to   read. Some   students are able  Ã‚   to   sound   words   although   they   do   not   know   what   the  Ã‚   word   means. In   the   real sense   this   is   not   reading,   what   the   students   do   is   nothing  Ã‚   but   word  Ã‚   calling (Galves,2005).When we read, th ere must be comprehension, otherwise no learning takes  Ã‚   place. Some of the students nowadays are fond of reading books. Some   understand what   the   author   wants   to   convey   while   others   cannot,   others  Ã‚   just   simply   read   it   without analyzing   the   words  Ã‚   used,   or   simply   for   fun   and   entertainment   only. On   the   other   hand, some would consider it as a habit. Reading   books   affect   the   student’s   or   learner’s   way   of   thinking,   the   way   they act, the   way they   communicate and interact with other people.It proves that learning is limitless because some are not contented in one reference only. Reading is a good hobby, yet it needs proper parental guidance to prevent the child or youth in reading books   or   any   reading  Ã‚   material   which   is   inappropriate   for   their   age   level . Students   often get   addicted   in   reading,   especially   pocketbooks,   and   tend   to   disregard   their   assignments and   even   their   duties   at   home. Reading   is   a   good,   meaningful   and   relaxing   way   of   spending   your   past time, instead   of   playing   cards ,   window   shopping,   and  Ã‚   hanging   out   with   friends.By   reading, you   will learn   more,   it   will   broaden   your   mind   and   help   you   understand   what   is   the reality of   life. Sometimes,   it   changes   people’s   perception   or   views   in   life   and   somehow develops   and enhances   good   personality,   because   of   the   ideas   and   knowledge   earned from   what   has   been   read. According   to   Cziko   et   al   (2000)   reading   is   sharing   and   get ting   information   and idea   from   the   text. Many   people   think   of   reading   skills   which   is   taught   once  Ã‚   and   for all   on   few   years   of   school.More often credits (or  blame)   for   students   reading   ability goes   to   primary   teachers. Upper elementary and secondary school teachers at grade level only   need   to   teach   new   concepts   relevant   to   their   students   ability   to   comprehend. See this way, reading  Ã‚   process; readers decode each word in a text and then automatically comprehend   the   meaning   of   the   words   as   they   do   their   everyday  Ã‚   spoken  Ã‚   language. Reading  Ã‚   makes  Ã‚   our  Ã‚   mind   active   because   it   is   significant   to   apply  Ã‚  Ã‚   the   acquired knowledge  Ã‚   in   our   daily   lives.Our  Ã‚   imagination expands  Ã‚  Ã‚   and enhances  Ã‚   our cognitive ability through what the readers have read. Also,   through   reading ,   ability   to   analyze   and evaluate   the   text   to   criticize   or   make   some   conclusion   is   also   developed. In  Ã‚   reading, you  Ã‚   recognize the structure of grammar. A   child   exposed   in  Ã‚  Ã‚   reading   earlier   in   his/her childhood  Ã‚   stage  Ã‚  Ã‚   provides   exercise   in   his/ her   mind. It   Ã‚  also develops their cognitive ability and improves their intelligence.It   is   for   this   reason   that   the   researchers   will   undertake   this   study   and   use the   first   year   Education   students   as   the  Ã‚   respondents;   the   purpose   is   to   find   out   how students   would   cope   with   their   education   by   means of   determining   the   reading materials  Ã‚   that   could   enhance   the   vocabulary   of   the   students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to:    1. 1  Ã‚  Ã‚  Ã‚   Age 1. 2  Ã‚  Ã‚  Ã‚   Gender 1. 3  Ã‚  Ã‚  Ã‚   Socio-economic status 2. To determine   the   kind   of   reading   materials   being   read   and   the  Ã‚   frequency   of   reading. 3.To   determine   what   reading   materials   commonly   read   by   the   students   helps   in   developing   their   vocabulary   skills. 4. To   determine   the   significant   relationship between   exposure of   different   reading   materials   and   developing   the   vocabulary   skills   of   the   students. 5. To   ascertain  Ã‚   the   reading   styles   of   the   students   in   developing   vocabulary   skills. Statement of the Problem This   study   will   attempt    to   find   out   on   how   reading   materials   help   in   developing the   vocabulary   skills   of   the   students/learners   particularly   in selected First   Year   Education students   (BSED and BEEd)   at   PnC.Specifically, the study will be answering the following questions: 1. What   is   the   demographic   profile   of   the   respondents   in   terms   of: 1. 1  Ã‚  Age; 1. 2 Gender; and 1. 2  Ã‚  Socio-economic Status? 2. What kind of reading materials are being read and the frequency of reading? 3. What   are   the   common   reading   materials   read   by   the   students   that   helps   in developing   their   vocabulary   skills:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. 1 Books; 3. 2. Magazines; 3. 3. Journals; 3. 4. Newspapers; and 3. 5. Dictionary? 4.Is   there   any   significant   relationship   of   exposure   in   different   reading   materials   and  Ã‚   developing vocabulary   skills   of   the   students? 5. What   are   the   reading   styles   of   the   students   which   helps   them   to   develop   their  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   vocabulary   skills? Hypothesis of the Study To   be   able   to   answer   the   above   questions,   the   study   divided   the   following hypothesis. Null   hypothesis-   There   is   no   significant   relationship   between   exposure   to   different reading   materials   and   the   vocabulary   skills   of   the   students.Alternative   hypothesis-   There   is   a   significant   relationship   between   exposure   to different   reading   materials   and   the   vocabulary   skills   of   the   students. Objectives 1. To   determine   the  Ã‚   vocabulary   development   of   the   r espondents   when grouped according  Ã‚   to: 1. 1  Ã‚  Age; 1. 2  Ã‚  Gender 1. 3  Ã‚  Socioeconomic   status 2. To determine   the   kind   of   reading   materials   being   read   and   the     frequency   of   reading. 3. To   determine   what   reading   materials   commonly   read   by   the   students   helps   in   developing   their   vocabulary   skills. . To   determine   the   significant   relationship between   exposure   of   different   reading   materials   and   developing   the   vocabulary   skills   of   the   students. 5. To   ascertain  Ã‚   the   reading   styles   of   the   students   in   developing   vocabulary   skills. SCOPE AND LIMITATION This   study   limits   its   coverage   on   first   year   Education   students   at   Pamantasan ng Cabuyao,   Laguna. It’s   main   purpose   is   to   determine   the   effectiveness   of   reading materials   in   developing  Ã‚   vocabulary   skills   of   the   respondents.In   this   study,   the researchers   limit   the   use   of   English   reading   materials   on   the   following:  Ã‚   educational books,   journals, magazines,   newspapers,   and   dictionary. The   researchers   limits   their   reading styles   in   oral,   silent,   scanning,   skimming,   extensive,   and   intensive   types   of   reading. DELIMITATION This   study   did not cover   other   courses, year   levels, other   reading materials   other   than   educational books,   journals, magazines,   newspapers, and dictionary and   reading   styles   other   than   oral,   silent,, scanning,   skimming,   extensive, intensive   reading   styles of   the   respondents.SIGNIFICANCE   OF   THE STUDY This   res earch   study   wants   to   gain   information   on   the   reading materials   in developing   vocabulary   skills   of   selected   First Year   Education   students   at   Pamantasan ng   Cabuyao,   Laguna,   school   year   2011-2012. This   will   serve   as   the  Ã‚   springboard   or basis   to   improve   the   vocabulary   skills   of   the   students. School Administrators. The   result   can   be   used   as   the   basis   for   providing reading   materials   taking   into   consideration   the   needs   of   college   students in developing their vocabulary skills.School Instructors and Professors. The   findings  Ã‚   of   the   study   could   help instructors   and   professors   to   identify   the   reading   materials   being   used   where   they have   to   apply   certain   techniques   and   strategies   in   relation   of   developing   vocabulary skills. Students. The  Ã‚   result  Ã‚   of  Ã‚   the   study   may   provide   the   concerned   pupils how to   broaden   the   vocabulary   skills. Theoretical framework: Robert   Gagne’s   Information   Processing   Theory   or   Information-processing Approach  Ã‚  (1950).The   two   theoretical   ideas   considered   fundamental   to   cognitive  psychology   and   information processing   framework   were   â€Å"chunking†Ã‚   and   the  Ã‚  test-operate- test-exit   (TOTE). Chunk   is   any   meaningful   unit   of   information   and   is   good   or  appropriate   for   the   capacity   of the   short-term   memory,   like   for   example   familiarizing   any  digit,   word,   chess   positions,   or   students’   faces. It   implies   that   short-term   memor y   could  only   hold   5-9   chunks   of   information   either   seven   plus   or   minus   two. TOTE   can   possibly  replace   the   stimulus   response   as   fundamental   unit   of   behavior.Here,   there   is   aconduction   of   testing   cycle   which   is   repeated   for   several   times   to   determine   the   success  of   its   operation   until   the   goal   is   achieved   which   can   be   a   good   foundation   for   problem-  solving   tasks. Origin   of   information   processing   theory   began   in   cybernetics,   game   theory,  communication   theory   and   information   theory   which   gained   its   popularity   when   these  things   reach   their   full   development. This   theory   likened   the   mind   to   a   processing   system  where   knowledge   i s   represented   in   the form   of   symbols.It   is   important   to   study   information-processing   approach   in   order   to   understand how   information   is   encoded,  Ã‚   processed,   stored,   and   retrieved. In  Ã‚  sensory   registers, information   from   external   environment   is   represented   in   its   original   sensory   form   where there   is   a   separate   register   for   each   sensory   modality   like   visual,   auditory,   tactile, kinesthetic,   or   olfactory   that   can   hold   large   amount   of   information,   yet   only   for   a   matter of   milliseconds. Information   can   be   lost   at   the   end   of   that   time   unless   it   can   be described   during   the  Ã‚  pattern   recognition   process.Short-term Memory   System  (STM)   functions   in   two   important   ways:   1)   it organizes   information   by   integrating   new   information   with   the   existing   information   and   2) it   temporarily   stores   information   for   the   learners’   use   (Kameenui,   Carnine,   Dixon, Simmons,   &   Coyne,   2002). Also   known   as   the  Ã‚  working   memory,   the   short-term memory   system   has   a   smaller   capacity,   but   its   representations   are   more durable. In STM,   we   utilize   different   strategies   and   techniques   to   remember   or   solve   problems.Limited   pieces   of   information   only   can   be   stored,   and   for   a   short   period   of   time. On the   other   hand,   if   we   do   some   cognitive   operations   on   the   data,   we   can   store   them in   the  Ã‚  long-term   memory  (LTM). Data   that   is   stored   at   the   LTM   is   expected   to   be stored   indefinitely,   and   is   labeled   as   verbal   or   visual   information   for   future   use; it includes   the   episodic   and   semantic   knowledge. There   are   several   ways   to develop/strengthen   the   short-term   memory   system   these   are   repetition,   chunking, identification   of   logical   patterns   Brownell (2002).The   Long-term   Memory   System  Ã‚  (LTM)   is   a   warehouse   of   knowledge. It   is   also known   as   data   bank   that   stores   information   likened   to   a   floppy   disk,   hard   desktop   USB that   stores   huge   amount   of   information. When   we   perceive   something   with   our   sensory modalities,   we   are   able   to   form   and   arrange   information   in to   meaningful   order   as   we progressively   make   connections   in   our   brain. The   group   of   neurons   help   us   integrate knowledge,   arrange   it,   and   utilize   it   in   a   meaningful   context   so   we   can   understand   the everyday   occurrences.For   sensory   input   to   be   effective,   all   our senses   should   be   fully operational. A   student   who   cannot  Ã‚   see   or   hear   better   is   not   in   better   condition   to   attend to   and   process   the   environmental   stimuli. Brownell   (2002)   also   identified   certain   LTM techniques   they   are   association,   categorization,   mediation,   imagery,   and   mnemonics. Aquino (2009). According to Lockhart (2000)   that   in   recall,   you   produce   a   fact,   a   word,   or   other item   from   me mory. Fill-   in   -the-   blank   tests   require   that   you   recall   items   from   memory.In   recognition,   you   select   or   otherwise   identify   an   item   as   being   one   that   you   learned previously. Working   memory   holds   only   the   most   recently   activated  Ã‚   portion   of   long-term memory,   and   it   moves   these   activated   elements   into   and   out   of   brief,   temporary   memory storage   ( Dosher). Conceptual   Framework: Input Process Output Definition   of   Terms The   following   words   are   used   operationally   in   this   study: Communication.This   refers   in   giving   or   receiving   of   information,   this   can   be   done   by gestures,   writings   and   by   talking. Comprehension. This   refers   to   the   readers   understanding   to   what   the   author   has   written. according   to   the   expert,   it   requires the   fusion   in   meanings   of   separate words  Ã‚   into   chain   of   related   ideas. Decode  Ã¢â‚¬â€œ Figure out how to pronounce. Education  Ã¢â‚¬â€œ This refers to the acquisition of knowledge, skills, abilities and attitude, through instruction   and   training. Effectiveness. This   word   refers   to   an expected   response. It   is   synonymous   to   the word  Ã‚   success.Extensive reading. Comprehensive  Ã‚  reading   of   long   texts   or   books   for   the expres purpose   of   discerning   global   meaning   images   is   the   art   of   extensive reading. It   is   reading   imaginatively,   creatively,   and   critically. Intensive reading. This reading strategy which is   characterized   by deliberate attention and   Ã‚  Ã‚  deep   concentration. It   is   reading   for   details. Learning. This   refers   to   the   psychological   activity   in   development   such   as acquisition   Ã‚  of  Ã‚   symbol   knowledge   or   motor   skills,   and   as   intellectual and   Ã‚  creative   process.Long   term   memory. Warehouse   of   knowledge   and   also   known   as   data   bank   that   stores information  Ã‚   likened   to   floppy   disk,   hard   disk,   or   USB   that   stores huge  Ã‚   amount   of   information. Reading. Refers   to   the   recognition   of   printed   or   written   symbol,   which   serve as stimuli  Ã‚   for   the   recall. Reading  Ã‚   Interest. This   refers   to   the   pleasure   or   enjoyment   of   someone   when   interprets or understand   a   reading   materials. Sensory  Ã‚   Register. Information  Ã‚  Ã‚   from external environment is represe nted   in   its   original sensory  Ã‚   form.Scanning. The research for a specific information or for an appropriate answer to a particular question is referred to as scanning. Skimming. As   a  Ã‚   strategy,   skimming   refers   to   the   method   of   glancing   rapidly through  Ã‚  the   reading selection or text for the purpose of   extracting   the thought , the   gist   or   main   points. Short   term memory. Temporarily stores information for the learner’s use, also known as  Ã‚   the  working   memory. It   has   a   smaller   capacity   but   its representations  Ã‚   are   more   durable. Chapter 2RELATED   LITERATURE   AND   STUDIES The   literature   that   follow   are   taken   from   different   authors   that   enlighten   the researchers   on   angle   and   aspects   of   the   current   study. RELATED   LITERATURE Local   Literature Rea ding   is   a   dynamic   process   in   which  Ã‚  Ã‚   the   reader   interacts   with   the   text   to construct  Ã‚   meaning. Inherent   in   constructing   meaning   is   the   reader's   ability   to   activate prior   knowledge   use reading   strategies   and   adapt   to   the   reading   situation. (Ma. Cecilia Crudo 2005) Foreign   LiteratureThe   importance   of   vocabulary   to   life   success   makes   it   of   practical   importance   for Investigation   (Hoff 2007). Executive   functioning   refers   to   a   variety   of   related   cognitive   skills   that   involve   the ability   to   maintain   task-relevant   information   in   short-term   memory,   as   well   as   the   ability to   manipulate   this   information   through   the   engagement   of   focused   attention   (National Institute   of   Child   Health   and   Human   Development   Early   Child   Care   Research   Network [NICHD ECCRN],   2005;   Wolfe   Bell,   2007).Among   these   skills   are   working   memory and   cognitive   inhibitory   control,   both   of   which   are   associated   with   frontal   lobe   function. Children   who   are   able   to   engage   in   goal-directed   behavior   by   reducing   their   attention   to distracting   stimuli,   either   internal   or   external,   demonstrate   such   skills. When   in   a   learning situation   with   other   children   or   adults,   increasing   levels   of   shyness   may   be   associated with   a   decreased   ability   to   focus   attention   on   the   task   at   hand.Exploration   of,   and   engagement   with,   the   environment   fosters   the   developm ent   of vocabulary   (Hart, 2004; Horn & Blankson, 2005;). Family environments provide opportunities for the development of vocabulary. Individuals   who are   reared   in   home   environments   that   encourage   exploration   have   many   opportunities   for the  Ã‚   development   of   vocabulary.Indeed,  Ã‚   research  Ã‚   has   repeatedly   supported   the proposition   that   opportunities   for   productive   activity—the   extent   to   which   toys   and learning   materials   are   available   in   the   home   environment,   along   with   the   extent   to   which parents   directly   teach   their   child   concepts   and   take   their   child   to   places   and   events   that provide   enrichment–are   positively   related   to   vocabulary   (Bradley & Corwyn, 2005; Bradley,Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001 ;).Research   also   indicates   that   engagement   in   productive   activities   is   related   to   attention focusing   and   memory,   both   of   which   are   elements   of   executive   functioning   (NICHD ECCRN, 2005). Swerling   (2005)   opines   that   reading   of   text-such   as   books, magazines   and newspapers,   plays   a   key   role   in   developments   of   reading   fluency   (speed   and   ease   of reading),   vocabulary,   background   and   even   spelling.Memory   is   the   means   by   which   we   retain   and   draw   on   our   past experiences   to use   that information   about   past   experience( Tulving 2000; and   Craik,2000). As   process, memory   refers   to   the   dynamic   mechanisms   associated   with   storing,   retaining,   and retrieving   information   about   past   experience (Hernandez Blase, 2003). Specifically,   cognitive psychologist   have   identified   three   common   operations   of   memory:   encoding,   storage,   and retrieval(Baddeley,2000).According   to Lockhart,(2000)   that   in   recall,   you   produce   a   fact,   a   word,   or   other item   from   memory. Fill-   in   -the-   blank   tests   require   that   you   recall   items   from   memory. in   recognition. RELATED   STUDIES Foreign   Studies According   to   Ehri and Rosenthal (2011),  Ã‚  an   experiment   with   different   assignments was   conducted   to  Ã‚   examine   the   effectiveness   of   a   technique   to   acquire   unfamiliar   English vocabulary   words   during   text   reading.Lower   socio-economic   status,   language   minority fifth   graders   (M = 10   years,   7   months   n = 62)   silentlyà ‚   read   eight   passages   each   focused on   an   uncommon   multi-syllabic   word   that   was   underlined,   embedded   in   a   meaningful context,   defined,   depicted,   and   repeated   three   times. Students   were   grouped   by   word reading   ability,   matched   into   pairs,   and   randomly   assigned   to   one   of   two   conditions. In the   strategy   condition,   students   orally   pronounced   the   underlined   words   during   silent reading.In   the   control   condition,   students   penciled   a   check   if   they   had   seen   the underlined   words   before   but   did   not   say   the   words   aloud. Results   of   ANNOVAs   showed that   the   oral   strategy   enhanced   vocabulary   learning   (ps ; . 01),   with   poorer   readers showing   bigger   effect   sizes   than    better   readers   in   remembering   pronunciation-meaning associations   and   spellings   of   the   words. In   a   second   experiment,   32   fifth   graders   from the   same   school   described   the   strategies   they   use   when   encountering   uncommon   words   in context.Better   readers   reported   more   word-level   strategies   whereas   poorer   readers reported   more   text-based   strategies. Our   explanation   is   that   application   of   the   word-level strategy   of   decoding   new   words   aloud   strengthened   connections   between   spellings, pronunciations,   and   meanings   in   memory   compared   to   silent   reading   of   new   words, particularly   among   poor   readers   who   were   less   skilled   and   less   likely   to   use   this   strategy unless   Ã‚  instruc ted   to   do   so.According   to   Derakhshan and Shahrzad (2011),   a   solid   body   of   research   findings substantiates   that   most   vocabulary,   in   first,   second   or   foreign   language,   is   learned incidentally   which   is   defined   as   learning   vocabulary   as   a   by-product   of   any   activity   not precisely   geared   to   vocabulary   learning.Therefore,   the   present   study   mainly   focused   on the   effect   of   teaching   and   intervention   in   deriving   word   meaning   on   incidental   vocabulary learning   in   EFL   context;   secondly,   it   aimed   to   find   out   whether   the   contextualized   words that   appear   with   more   clues   learned   better   and   consequently   kept   longer;   finally,   it sought   to   explore   whether   instructio n   could   lead   to   increase   in   incidental   vocabulary learning   in   the   text. To  Ã‚   these   ends,   50   freshmen   Iranian   college   students   from   Teacher Training   University   of   Azerbaijan   participated   in   this   study.These students enrolled for the reading class in   two   separate   semesters. The results   of   the   TOEFL   and   Vocabulary Level   Test   (VLT)   revealed   that   the   participants   enjoyed   approximately   the   same   level   of proficiency. There   were   two   post-tests   which   were   taken   at   certain   time   intervals. The results   of   this   study   showed   that   the   instruction   in   deriving   word   meaning   had   positive effect   on   students'   incidental   vocabulary   learning. Also   it   was   concluded   that   students should   meet    the   words   in   contextualized   forms   more   frequently   in   order   to   keep   and retain   them   in   the   long   run.Beck,   McKeown and Kucan, (2002), there   is   tremendous   need   for   more vocabulary   instruction   at all   grade   levels   by   all   teachers. The   number   of   words   that students   need   to   learn   is   exceedingly   large; on   average   students   should   add   2,000  Ã‚   to 3,000   new   words   a   year   to   their   reading   vocabularies. Students who enter school   with limited   vocabulary   knowledge. At   first-grade, high – performing   students,   but   that differential   gets   magnified   each   year, resulting   in igh-performing   12th   grade   students knowing   about   four   times   as   many   words   as   the   low-performing   12th graders(Hart and Risley, 2001). According   to   Hirch(2003), word   knowledge   is   crucial   to   reading   comprehension and   determines   how   well   students   will   be   able   to   comprehend   the texts   they   read   in middle  Ã‚   and   high   school. Comprehension  Ã‚   is far more than  Ã‚   recognizing words and remembering  Ã‚   their  meanings. However,   if   a   student’s   does   not   know   the   meanings   of   a sufficient   proportion   of   the   words   in   the   text,   comprehension   is   impossible.Vocabulary experts   agree   that   adequate   reading   comprehension   depends   on   a person   already knowing   between   90   and   95   percent   of   the   words  Ã‚   in   a text. Knowing at   least   90 percent   of   the   words   enable   the   reader   to   get   the   main   idea   fro m   the  Ã‚   reading   and guess what   many   of   the   unfamiliar   words   mean,   which   will   help   them   learn   new   words. Readers  Ã‚   do   not   recognize   at   least   90   percent  Ã‚  Ã‚   of  Ã‚   the   words   will   not   only  Ã‚   have difficulty   comprehending   the   text,   but   they   will   miss   out   on   the   opportunity   to   learn   new words.Piksuki  Ã‚   and   Chard   (2003),   young   children   naturally   learn   to communicate through listening  Ã‚   and  Ã‚   speaking. In order   to   make   the   transition   to   communicating   through   reading and  Ã‚   writing,   they   need   a   large   meaning   vocabulary   and effective decoding  Ã‚   skills. There   is an  Ã‚   abundance   of  Ã‚   research   evidence   to   show   that   an   effective   decoding  Ã‚   strate gy   allow student   not   only   to   identify   printed   words   accurately   but   to   do   so   rapidly   and automatically. Juel  Ã‚   at   al. 2003)   showed   that   while   teachers  Ã‚   in   kindergarten spent  Ã‚   considerable time   reading   and  Ã‚   discussing   books  Ã‚   to   children   with   below   average  Ã‚   vocabularies,   these activities   had   minimal   impact   on   the   progress   of   the   children. Only   when   teachers   spent focused   on   time   on   the   vocabulary   did   significant   growth   occur . We   apply   the   term â€Å"instructional   read   aloud†Ã‚  Ã‚   to   read   aloud   events   where,   to   stimulate   an   interest   in   books in   reading,   there   also   a   deliberate   teaching   of   skills   that will   promote   independence   in reading,    such   as   an   increased   vocabulary.Local   studies According   to  Garcia (2006)  Ã‚  if   children   will not   read,   they   are   less   likely   to   develop automatically,   vocabulary   and   concepts   about   the   world   as   well   as   intrinsic   motivation   to read. In   a   book   by   Villamin   et   al,   (2001)   different   levels   of   thinking   was   classified with   interaction   between   the   reader   and   the   text   may   occur,   which   are   literal,   inferential, critical,   and   creative. However,   it   is   in   the   creative   level   of   comprehension   that   the reading,   in   its   fullest   sense,   is   said   to   truly   occur.Dr. Thomas   C. Barrett   developed   a   taxonomy   now   popular   known as   â€Å"The   Barrett   Taxonomy   of   Re ading   Comprehension†Ã‚   to   meet   the   needs   of   teachers and   instructional   materials   developers  Ã‚  Ã‚   who   wanted   a   systematic,   structural   approach   to teaching   reading   skills. (Alcantara   et   al, 2003) Literal   comprehension   is   the   understanding   of   surface   meanings   or   idea   that are   explicitly   printed   in   reading   materials. It   is   merely   determining   what   the   writer   or idea   that   are   explicitly   printed   in   reading   material.It   is   merely   determining   what   the is   conveying. Comprehending   at   the   inferential   level   involves   determining   relationships and   drawing   from   these   the   writer’s   intended   meanings   which   are   implied   in   the   reading material. Reading   at   the   critical   level   requires   the   reader   to   judge   the   worth   of   ideas presented   and   the   effectiveness of   presentation. Reading   at   the   creative   level   involves   the integration   of  Ã‚   bright   ideas   read   with   prior   knowledge   and   experience   so   that   the   new ideas   and   deeper   insights   are   formed.This   levels   of   comprehension   follow   an   ascending sequence   of   difficulty  Ã‚   and   complexity   of   thinking – with   literal   comprehension   as   the lowest   level   while   creative   comprehension   at   the   highest. Thus,   comprehension   is   not   just â€Å"understanding,†Ã‚  Ã‚   but   feeling   the   emotional   experience   embedded,   reasoning,   judging,   and creating. This   thinking   processes   may   not   necessarily follow   a   hierarchal    sequence   for   the reason   that   comprehension   may   occur   any   level   of   thinking. All   reading   require   a considerable   amount   of   understanding   the   literal   sense â€Å"of   what   is   read.    And   fully   gain   from   the   reading   experience   and enjoy   it   as   well,   the reader   must   go   beyond   the   literal   level   of   comprehension   and   reach   the   heights   of   the creative   level. In   some   classroom,  Ã‚  teachers   are   trying   out   several   techniques   to   see   which would   facilitate   comprehension   –   language   experience,   dimensional   approach,   program instruction,   diagnostic   – prescriptive   method,   semantic   webbing/mapping,   story   grammar etc. The   last   approach   seems   to   offer   possibilities   of   integrating   some   basic communication   skills   that   enhance   comprehension.A   careful   scrutiny   however,   reveals that   the   grammar   is   not   an   entirely   new   technique. (Alcantara et al, 2003) Assessment   of   Related   Literature   and   Studies The   related   literature   summed –   up   has   significant   relationship   with   the   present  study   for   the   reason   of   presenting   the   definition   of   the   word   reading   and   its   significance  in   vocabulary   development,   the   importance   of   interests   in   reading   and   it   also   enumerated  different   reading   materials   which   is   subject   of   this   present   day.The   study   conducted   by  foreign   and   local   researchers   has   bearing   because   of the   other   similarities    of   other  variables   with   the   present   study. The     researchers   of   the   present   study   cleared   that   there  is   no   duplication,   the   similarities   are   necessary   to   find   out   if   the   findings   are   true   and  valid   in   other   places. Synthesis In reading, one must  possess  a  wide  range  of  vocabulary. A reader’s vocabulary is valuable in reading comprehension. A   reader   with   a   good   amount   of   words   in   his vocabulary   is   able   to   grasp   the   meaning   of   the   words.One   disadvantage   of   a   poor vocabulary   is   the   reader   will   consume   more   time   in   searching   for   the   meaning   of   a certain   word. Chapter 3 RESEARCH   METHODOLOGY The   objective   of   the   research   would   not   be   realized   without   a   plan   or   strategy. This   chapter   presents   the   method,   instrument   use,   source   of   data,   validation, administration,   and   collection   of questionnaires,   presentations   of   the   respondents   of   the study,   and   the   statistical   treatment   of   the   data. Research   DesignThe   researchers   used   the   descriptive   method   of   research   to   elicit   answer   to   the statement   of   the   problem   in   the   study. Descriptive   research   is   defined   by   Arevalo (2005),   as   a   fact   finding   research with   sufficient   interpretation. The   researchers   used   this   research   design   because   the   main purpose   of   descriptive  Ã‚   method   is   to   measure   the   variable   or   factors   in   a   certain   study. Thus,   this   surv ey   can   measure   the  Ã‚   vocabulary   skills   of   Education   students   at Pamantasan   ng   Cabuyao. Respondents  Ã‚   of  the  StudyThe  Ã‚   subject  of  Ã‚   this  study   consisted   of selected First   Year   Education   students   at Pamantasan  Ã‚   ng   Cabuyao. Their   total   Ã‚  population  Ã‚   is   equal   to   130. The   proponents   is   able to   select   98   of   its   members 75%  Ã‚  of   their   total   number. In   simple   random   sampling   technique   was   utilized   in   choosing   the   sample members. In   determining   sample   size,   the   Slovin’s   formula   was   used. The   computation   of the   sample   size   was   given   below. N=  Ã‚  Ã‚   =  =  = 98 Where   n =   sample   size;   N = population   size;   and   e = margin   of   error   (either   0. 01   or   0. 05) Development  Ã‚   of   Research   InstrumentsIn  Ã‚  Ã‚   preparation  Ã‚   of  Ã‚   the  Ã‚   questionnaire   the   major   research  Ã‚   instrument  Ã‚   used  Ã‚  Ã‚   by   the researchers   is   the   consultation   of   several   knowledgeable   persons and   gathering   of information   through   educational   books. The   researchers   also   make   it   a   point   that   the items   are   sufficient   enough  Ã‚   to   answer   all the   specific   questions   under   the statement   of   the problem. After   the   final   draft   of   the   questionnaire,   the   researchers   submitted   it   to   the thesis   adviser   for   necessary   corrections,   after   which   it   was   finalized. Data   Gathering   ProcedureThe   researchers   conducted   this   study   and   gathered   data   by   distributing que stionnaires   to   be   answered   by   selected   respondents. Before   working   on   this   research, the   researchers   asked   the   permission   of   the   Dean   of   College   of   Education   at   Pamantasan ng   Cabuyao   to   conduct   the   study   through   the   distribution   of   questionnaire   to   the respondents. After   the   researchers   has   secured   the   letter   of   permission   from   the   Dean,   the researchers   personally   administered   the   distribution   of   questionnaire   to   the   respondents   in their   respective   classroom.After   the   respondents   had   answered   the   questionnaire,   the   researchers   checked   the answer   sheets. The raw scores were collected and tallied in tables. The results were analyzed and interpreted in the light of the goals of the   study. Validation   ofà ‚   Research   Instrument For   validation   purposes,   the   researchers   read   several   theses   and   consulted   English teachers   for   the   questionnaire. It   was   validated   through   the   students   of   the   same   level from   other   school   before   it   was   administered   to   the   respondents. Statistical Treatment of DataAfter  Ã‚   the   data   gathering,   the   data   were   tallied,   analyzed,   and   interpreted   using statistical   tools. To   determine   if  Ã‚   there   is   a   relationship   between  Ã‚   exposure  Ã‚   to  Ã‚   reading  Ã‚   materials  and  Ã‚   vocabulary  Ã‚   skills   of     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Selected   First Year   Education   students   at   Pamantasan   ng   Cabuyao ,the correlation  Ã‚   was  Ã‚   established  Ã‚   using  Ã‚   Pearson  Ã‚   Coefficient  Ã‚   of Correlation. (http://davidmlane. com/hyperstat/A51911. html) The formula is Where: N –  number of respondents X –  first variable Y  Ã¢â‚¬â€œÃ‚  second variable r   -relationship The   following   are   the   statistical   treatment   applied   in   the study.The   frequency   and percent   distributions   were   used   in   presenting   the   reading   materials   in   developing   the vocabulary   skills   of   first   year   education   students   of   Pamantasan   ng   Cabuyao. The percentage   formula   is: %=  Ã‚   x 100% Total   frequency 1. Percentage 2. Weighted   mean 3. Pearson   Value Interpretation   for   Computed   Mean |Weighted   Mean |Interpretation |Symbol | |0. 505-1. 500 |Never |N | |1. 505-2. 00 |Seldom |Se | |2. 505-3. 500 |Sometimes |So | |3. 505-4. 500 |Often |O | |4. 505-5. 500 |Always |A | 4. Test   of   Hypothesis Tc   l = r Decision   rule: At   5%   level   of   significance, If   tc