To what Extent was the fall of the 1918-22 Coalition Government due to economic factors Essay Example

To what Extent was the fall of the 1918-22 Coalition Government due to economic factors Essay The fall of the Coalition Government was due to economic factors, but there were other factors that contributed to the fall. The problem with Ireland, the Foreign Policy and the parties and politics also caused the fall. The coalition was firstly formed because of a number of factors; the conservatives were low on confidence and thought that they could use Lloyd Georges personality to help them get into power. There was also lots of problems to sort out after the war and it was seen that these could have been dealt with easier in a coalition. The main part of this essay will be split up into three sections; one will talk about the economy, one about the foreign affairs and one about internal politics. There will then be a conclusion. The fall of the economy is the main theme of the essay. World War 1 had major effects on Britains economy. By the end of the war a total of 745 000 Britons had been killed and 1. 6 million Britons had been wounded. This obviously meat that when it came Britain recovering from war and trying to get back to normal there were less people available for work because of injury or death. We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 3. 5 million people were receiving some form of pension or supportive allowance, so a large amount of government money was being used up on this. Britain were also owed a lot of money by Russia and needed this money to pay back the U. S. but Russia werent paying up. The unemployment levels were rising extremely high and by 1921 the figure for unemployed was over 2 million. This meant that people would have been discontent with the government and their actions. The war meant that lots of munitions and arms would have needed to be produced, however there was an over-investment in all of this, which was a waste of government money. All of these factors had harmed the economy and led to inflation, which in-turn led to the British public being unhappy with the government and Lloyd George was becoming more and more unpopular. Foreign affairs contributed to the fall of the coalition government as well. This includes the Foreign Policy and the Irish question. The Irish question was the most troublesome political problem the coalition faced. It was a very violent problem as violence was used a lot of the time by the Irish, this violence harmed Lloyd Georges reputation as Prime Minister because he took the blame. On Bloody Sunday, 14 Britons were shot dead and British troops had fired on an unarmed crowd killing another 12. In Ireland, almost 1000 people were killed between January 1919 and July 1921. This is an example of the violence and why it tarnished Lloyd Georges reputation. England lost Ireland and this was a big blow to its empire. Foreign policy was a concern throughout the few years for the coalition; it was always another worry and another problem along with all the rest. There were problems with the Treaty of Versailles because the Liberals thought it was too harsh on Germany but the Conservatives thought it was too lenient. So here there was an argument caused. Lloyd Georges foreign policy was aimed at reconciling France and Germany and bringing the Soviet Union back into World Affairs. However these failed and the Frenchs hate for Germany was still just as strong. The treaty of Sevres which was signed with Turkey meant that most of the Ottoman empire was distributed to the victors of World War 1. This treaty was considered far too harsh and a conflict was made between Britain and Turkey. Chanak also caused harm to the coalition. Because Lloyd George was pro-Greek and the conservatives were pro-Turkey, George had offended them and was risking war at a time when morale was low and no-one wanted another war. Internal politics is the last factor which helped cause the fall of the coalition government. Parties and politics and the Coupon Election are the main points. The Coupon Election was an electoral act that existed between Lloyd George and his Conservative party allies. 2 Liberal parties were split down the middle into Lloyd Georges Liberals in the coalition and Asquiths Liberals outside of the coalition. During the coalition and the coupon election Lloyd George had a great partnership with Andrew Bonar Law. During the coupon election Law was of great help to George and when he resigned in 1921 Lloyd George was left in a vulnerable position and the problems of the coalition got even greater. The way the parties were structured at this time is this final reason for the fall. Basically the Liberals should have been the opposition leadership to the Conservatives and were up until they split into two parties; Coalition liberals and Asquiths Liberals. This split allowed Ramsey MacDonalds Labour party to leap-frog the Liberals and become the opposition leadership and the Labour partys support was increasing which was a problem for the coalition. The communist party were only a small party without a lot of support and were really unable to influence the elections. The economy was the main factor for the fall of the coalition government, more so than any of the others discussed. However the other factors which were discussed were also important in the fall of the government. The other factors just made the situation for the coalition government worse and the economy couldnt be dealt with because of all these other problems. The Honours Scandal, used as excuse by the Conservatives to end the coalition, did not bring about the fall on its own. Honours Scandal was where people could donate money to a political party and therefore receive a title i. e. Lord. Lloyd George didnt use it correctly and gave titles to just about anyone requesting them. The Conservatives had had enough of Lloyd George and wanted to get rid of him, and the Honours Scandal gave them a convenient excuse to get rid of him. The end of the coalition was significant as a whole because it meant the end of them for a long period of time. There wasnt another coalition that decade.

Kfc full case study 2010 Essay Example

Kfc full case study 2010 Essay Example Kfc full case study 2010 Essay Kfc full case study 2010 Essay Duff About the industry of kef http://kef-nag. Com/our-team. HTML#stash. Ellipses. Duff About the team building of kef Motivating employees is one of the primary responsibilities of a manager in any organization. Before we go on, we have to define motivation. According to many popular text-books;motivation is the individual internal process that energies, erects, and sustain behavior; the personal force that causes one to behave in a particular way. Positive motivators are of crucial importance to your organization as these will: (1) create a team spirit, and (2) increase productivity. This is made possible by the use of eight basic motivators. 1. Recognition: -To be respected for what you are, and being able to harvest returns for having done a good Job. 2. Prestige: -The ability to being proud over ones position or achievements. For example being able to attend a good university. 3. Achievement: 4. Appreciation: 5. Pride in Job well done: 6. Being able to influence: 7. Responsibility: 8. Advancement Motivation is crucial in the process of management. Without little or no motivation you, as a manger of an organization will not be able to get as much from your employees as you may need. Motivation is the driving force in people. It makes people feel committed to others, and feel responsible for the actions of an organization. Motivating to excellence deals with how to ensure a positively motivated team of employees. Kentucky Fried Chicken (KEF) the world largest chicken restaurant brand is targeting 100 quick service restaurants in India by 2010- end. The $12. 00 IN RSI. 751. 94- billion brand, which is owned by leading global restaurant company Yum! Brands, Inc. That also owns other brand like Pizza Hut and Taco Bell is present with 34 outlets across nine cities in country. The restaurant plans to close 2008 with a total of 50 stores. The business model of KEF is primarily franchise one and aggregate investment involved in this expansion will be RSI. 0-300 core (estimated) KEF has recently inaugurated a quick-service restaurant in Kola which is also happens to be first in India to be manned entirely by healing-impaired employees. Mainly be in the metros and cities where KEF already has presence. The company would be subsequently looking into tier-II and tire-Ill cities. In this business, a lot depends on the back end, including the supply chain and vendors. The company needs to have the infrast ructure in place, before it moves into these smaller cities. While growing

Certainty Essay Example for Free

Certainty Essay Essay Topic: Certainty Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints The Purpose of the Certainty of Objects Requirement – For a Trust to exist, A must: (i) hold a specific claim-right or power; and (ii) be under a duty to B not to use that claim-right or power for A’s own benefit (unless and to the extent that A is also a beneficiary of the Trust). In other words, for a Trust to exist, A must be under the core Trust duty. The certainty requirements for a Trust simply reflect the fact that A must be under a duty to B in relation to a specific right. The certainty of objects requirement ensures that: (i) A owes a duty to a specific person; and (ii) A’s duty is certain enough to be enforced. The certainty of objects requirement can sometimes be seen as an inconvenient obstacle that can trip up a party (A0) trying to set up a Trust. However, it serves a vital purpose: a court cannot enforce a duty unless that duty is adequately defined. This point is not peculiar to Trusts. For example, an agreement between A and B can only impose a contractual duty on A to B if it is satisfies a certainty test: the nature of A’s duty to B must be adequately defined. In understanding the certainty of objects requirement, it is important to ask what information the court needs in order to enforce A’s supposed duty to B. If that information is lacking, A’s supposed duty cannot be enforced; so A will be under no duty to B; so there can be no Trust. 2. Discretionary Trusts – A discretionary Trust is a form of Trust (see p 222-4 of the book): it can exist only if A is under the core Trust duty. Example 1a: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) at the end of 21 years, to pay any unspent part of the ? 00,000 and its income to Oxfam. A0 also stipulates that, during that 21 years, A can, if he wishes, pay all or any of the ? 100,000 and its income to all or any of A0’s children or grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. And Oxfam is a beneficiary of that Trust: A owes the core Trust duty to Oxfam. A0’s children and grandchildren are not, however, beneficiaries of a Trust: A does not owe them the core Trust duty. Rather, A has a power: A can, if he wishes, give all or any of the money to all or any f A0’s children and grandchildren. 1 See eg G Scammell & Nephew Ltd v Ouston [1941] AC 251. 1 – A discretionary Trust is a particular form of Trust: it exists where A, in addition to being under the core Trust duty, has a power to choose how to distribute the benefit of the right A holds on Trust. Example 1b: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to pay the money, in equal shares, to all of A0’s children and grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. There is no discretionary Trust: A does not have a power to choose how to distribute the benefit of the ? 100,000. Rather, there is a fixed Trust: A is under a duty to distribute the benefit of the right held on Trust in a specific way. Example 1c: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s children or grandchildren. In such a case, there is a discretionary Trust. A does owe the core Trust duty to A0’s children and grandchildren; but A has a power to choose how to distribute the benefit of the ? 100,000. 3. Discretionary Trusts & Certainty of Objects: The â€Å"Any Given Person† Test Example 2: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s relatives. In Example 2, there seems to be a problem. A0 has attempted to set up a discretionary Trust. However, such a Trust depends on A being under a duty not to pay any of the money to a person who is not a relative of A0. But can a court enforce that duty? For example, let’s say A chooses to pay out ? 5,000 to X. Is there a meaningful test the court can use to decide if X really is a relative of A0? If not, a key part of A’s intended duty cannot be enforced; in that case, the intended discretionary Trust cannot exist. And, if that occurs, A will hold the ? 100,000 on Resulting Trust for A0 (or, if A0 has died, for A0’s estate). We can sum up this point by saying that, for a discretionary Trust to exist, it must pass the â€Å"any given person† test: a court must be able to tell of any given person (eg X) whether or not that person falls within the class of those to whom A is permitted to distribute the benefit of the right A holds on Trust. 2 That â€Å"any given person† test is often referred to as the â€Å"given postulant† test. In re Baden (No 2),3 the Court of Appeal considered whether a discretionary Trust for A0’s relatives could pass that test. 2 3 See per Lord Wilberforce in McPhail v Doulton [1971] AC 424 at 456. [1973] Ch 9. Stamp LJ held that the discretionary Trust was valid. His Lordship reached that conclusion by taking a very narrow view of relatives as including only A0’s statutory next of kin (ie those close relatives specified by statute as being able to acquire A0’s rights if A0 dies without making a valid will). 4 Sachs and Megaw LJJ took a much broader approach to the term â€Å"relative†, defining it as anyone sharing an ancestor with A0. 5 That definition seems to cause a problem: if X claims that he and A0 had the same great-great-great-great-great grandmother, can the court really test that claim? Sachs and Megaw LJJ both dealt with that point by saying that the onus is on X to prove that claim; until X does so, it must be assumed that X does not share an ancestor with A0. 6 The approach of Sachs and Megaw LJJ (assuming X is out of the permitted class, unless and until X can show otherwise) seems to make the â€Å"any given person† test redundant. For example, if A0 tries to set up a discretionary Trust in which A has a power to distribute the benefit of a right to anyone who is a â€Å"good person†, we might expect A0’s attempt to fail: there is no way for a court to tell if X is or is not a â€Å"good person†. However, on the approach of Sachs and Megaw LJJ, we could instead say that the discretionary Trust is valid – it is just that, if X cannot prove he is a â€Å"good person†, it will be assumed that he is not such a person. It seems that neither Sachs LJ nor Megaw LJ wanted to leave the law in such a way as to permit there to be a discretionary Trust in favour of anyone who is a â€Å"good person†. So each judge added a further certainty requirement. Sachs LJ stated that the class of those to whom A can distribute the benefit of A’s right must be â€Å"conceptually certain†: that is, it must be possible to come up with a definition of the class. Practical, evidential problems as to whether X is or is not within that definition can be dealt with by applying the simple rule that X is out of the class until he proves otherwise. So the â€Å"good person† discretionary Trust will be invalid as there is no clear way of defining that term: it is conceptually uncertain. In contrast, whilst it may be difficult, or even impossible, to tell if X is or is not a relative of A0, that evidential uncertainty will not defeat the discretionary Trust. Megaw LJ added a different requirement, stating that a discretionary Trust can only be valid if there are a â€Å"substantial number† of people who are clearly within the class to whom A can distribute the benefit of A’s right. 8 Again, that requirement can be used to mean that a â€Å"good person† discretionary Trust is invalid, whereas a â€Å"relatives† discretionary Trust is not. The extra requirements imposed by Sachs and Megaw LJJ do not assist in fulfilling the purpose of the â€Å"any given person† test: making sure the court can tell if A distributes the benefit of the right to a person outside the permitted class. It may be that each requirement instead aims to ensure that the discretionary Trust makes some practical 4 5 [1973] Ch 9 at 28-29. Ibid at 21-22 (following the lead of the first instance judge, Brightman J). 6 Here, again, the lead of Brightman J was followed. 7 Ibid at 20. 8 Ibid at 24. 3 sense: for example, if it is not possible to give a conceptually certain definition to the class, it may well be that no-one can show he is within that class. Megaw LJ’s requirement for a â€Å"substantial number† to be within the class is of course quite vague: the point seems to be that, for a iscretionary Trust to make sense, A must have a genuine choice to make as to who will receive the benefit of A’s right. However, that point is not always correct: for example, the discretion in a discretionary Trust could come from A having a power to decide how much of the benefit of A’s right a particular individual should receive. 4. 4. 1 Discretionary Trusts & Certainty of Objects: Further Tests The â€Å"full list† test? At one point, it was suggested that a discretionary trust could be valid only if the court could draw up a full list of the people to whom A is permitted to distribute the benefit of a right. On that view, in Example 2, a discretionary trust would arise only if it is possible to draw up a full list of A0’s relatives. However, in McPhail v Doulton, the House of Lords rejected that view. 9 It was based on the idea that, if A failed in his duty to distribute the benefit of the right, a court would have to step in and decide how to distribute. And, to avoid favouring any one person, the court would have to order equal division of the benefit of the right amongst all members of the class. On that view, a discretionary trust would become, in effect, like the fixed Trust in Example 1b: so a full list would be necessary. In McPhail v Doulton, Lord Wilberforce pointed out that, if A fails in his duty to distribute the benefit of a right, a court does not have to order equal division. 10 After all, such equal division could be one of the worst ways of distributing the benefit of a right: for example, splitting up a fund of ? 100,000 equally among 1,000 people would mean that no one person gains a substantial benefit from the discretionary trust. So, given the other means by which the court can step in to execute a discretionary trust, there is no need to apply the â€Å"full list† test. 4. 2 The â€Å"administrative workability† test The fact that a court may need to step in and execute a discretionary trust does not mean that a discretionary trust must pass the â€Å"full list† test. Nonetheless, it may have some impact. For example, if the terms of the attempted discretionary trust mean that there is no sensible plan a court could adopt to execute that supposed trust, then A0’s attempt to set up a discretionary trust must fail. This point may explain the (rarely relevant) â€Å"administrative workability† test. 11 9 [1971] AC 424. Ibid at 456-7. 11 That test is referred to by Lord Wilberforce in McPhail v Doulton: [1971] 1 AC 424 at 457. 10 4 For example, in one case,12 A0 (a council shortly to disappear as part of a reorganisation) attempted to set up a discretionary trust (of a large sum of money) for the benefit of all the former residents of the area covered by that council. The class of people to whom A could distribute the benefit of its right would thus include over 2 million people. It was found that the council’s attempt to set up a discretionary Trust failed: the planned Trust was â€Å"administratively unworkable†. The problem here may be that, if A fails to perform his duty to distribute, the court will have to step in. And is there any sensible way order a court could make to distribute the benefit of A’s right? We have to bear in mind the need for a court to avoid making the type of contentious political decision which it is ill-suited to make and which may cause resentment. 3 Of course, in most cases, no such problems arise: the â€Å"administrative workability† test rarely prevents an intended discretionary trust from arising. This explanation of the â€Å"administrative workability† test explains why it applies to discretionary trusts but not to attempts to give A a power (as in Example 1a). If A chooses not to exercise a power to distribute the benefit of a right then, as A is under no duty to do so, a court does not need to step in and order some form of distribution. There is thus no risk of a court facing the dilemma that would arise if an administratively unworkable discretionary trust were allowed to be valid. 4. 3 The â€Å"non-capricious† test Although the â€Å"administrative workability† test does not apply to powers, that does not mean that powers are free from certainty tests. For example if A has a power to distribute the benefit of a right to all or any of a certain class of people then, as is the case with a discretionary trust, A is under a duty not to distribute outside that class. So, with a power as with a iscretionary trust, the â€Å"any given person† test applies:14 the power is only valid if a court can tell, should A exercise the power in favour of X, whether or not X is in the permitted class. Sometimes, when accepting a power, A also comes under a duty to act loyally and responsibly when considering whether to exercise that power. In such a case, for example, A (as is the case if A holds a right on a discretionary trust) cannot simply ignore the power: he is under a duty to members of the class of potential recipients to consider periodically whether or not to exercise the power. 5 In these cases, A can be said to have a â€Å"fiduciary power†: A is not just under the negative duty not to distribute outside the permitted class; he also has some positive duties in relation to the power. It has been held that A0’s attempt to set up such a power will fail if the intended power is â€Å"capricious†: if there are no sensible criteria A can apply in considering whether and how 12 13 R v District Auditor, ex p West Yorkshire MCC [1986] RVR 24 (noted by Harpum [1986] CLJ 391). For example, would the money be better spent on paying for a new school, or a new hospital, or new sports facilities? 4 See eg re Gulbenkian [1970] AC 508. 15 For a discussion of A’s duties in such a case see eg per Megarry V-C in re Hay [1982] 1 WLR 202, esp at 210. 5 to exercise his power. 16 This does not mean that, when giving A the intended fiduciary power, A0 needs to spell out what factors A should take into account. However, it does mean that if the supposed power is â€Å"capricious† (ie there is no sensible scheme A can come up with) then A0’s attempt to give A the power must fail. Two points are worth noting about this â€Å"non-capricious† test. First, if it is linked to A0’s attempt to impose a duty on A to act loyally and responsibly when considering whether to exercise a power, it must apply to an attempt to set up a discretionary trust: such a duty is a key part of a discretionary trust. Second, in practice, it is very unlikely that this test will present a problem: people rarely go round setting up bizarre powers that cannot be considered in a sensible way. 4. 4 The â€Å"one person† test Example 3: A0, an owner of a large number of paintings, dies. In his will, he instructs A (his executor) to allow â€Å"each of my friends† to purchase one of those paintings each, at half its market value. In such a case, A0 does not attempt to set up a discretionary Trust: A has no power to choose how to distribute his rights. Rather, each friend of A has a fixed entitlement. A0 is attempting to make a conditional gift: if X satisfies a particular condition (if he is a friend of A0) he has a specific right. Nonetheless, it may seem that there is still a certainty problem: how can A (or the court) tell if X is or is not a friend of A0? However, in re Barlow, the essential facts of which were identical to Example 3,17 Browne-Wilkinson J held that the conditional gift was valid. His Lordship noted that an attempt to set up a discretionary Trust for â€Å"friends of A0† would fail: applying Sachs LJ’s test in re Baden (No 2), the term â€Å"friends of A0† is conceptually uncertain. However, a conditional gift should be treated differently: if there was just one person who could clearly show he was, on any reasonable test, a friend of A0, that person is entitled to acquire one of the paintings. 8 The test applied in re Barlow has been criticised. However, it can be defended. If an attempted discretionary Trust (eg in favour of â€Å"friends of A0†) fails a certainty test, then someone who could have benefitted from A’s power (eg a clear friend of A0) will miss out. But, in any case, that person only had a chance of receiving a benefit; he had no legal guarantee. In contrast, if a conditional gift is found to be invalid when there is a person who definitely stands to benefit from it, that person is deprived of a definite entitlement: a right given to him by A0. Certainty. (2018, Oct 14).

Genetics and Criminal Behavior Research Paper Example | Topics and Well Written Essays - 1000 words

Genetics and Criminal Behavior - Research Paper Example If for instance a person is proved to be genetically predisposed to criminal behaviour, they can be given intervention therapy to help them not to end up in crime. This would be like knowing that someone is about to get some disease and intervening before they actually get the disease. It would work as a way to immunize the person from criminal behaviour by helping them to be able to recognise their won weaknesses and how to overcome them. The second way in which this kind of approach to criminology can be useful in the prevention of crime is by helping the criminals to be able to pin point criminals long before they commit any crime (Connor, 1995). Not only would it be able to help in preventing crime, it would also be able to help in situations where investigations of already committed crime are being carried out. This would help in identifying suspects in a much easier way and being able to carry out investigations in an effective way. There are various cases where genetics have been seen to be a cause for criminal behaviour. A good example of this is the Jared Lee Loughner case in which Jared Lee Loughner went on a shooting spree where he killed six people and injured numerous others (Denno, 2011). His defence counsel asked that a forensic psychiatrist carry out an assessment of the suspect. William Bernet, a psychiatrist carried out an assessment of the suspect and concluded that he had a rare mental condition, m onoamine oxidase which would predispose him to violent actions. The lawyers were able to prove that the suspect did not carry out the criminal act of his own will but that he was genetically predisposed to do the same. The above case also proves that using behavioural genetics can be useful in the justice system in making sure that justice is served in the best way possible. Failing to do so will mean that the people will not be able to get full

Shakespeare's Othello theme and characterization Essay

Shakespeare's Othello theme and characterization - Essay Example 34). Lago characterization is basically presentation of black sheep in the societies that how they play with individual’s life and destroys them. Their mind games are of pure evilness and immorality; utmost desire to get power, wealth & ranks can lead them to do any spiteful task. Lago in the quest of such desires makes a big spectrum in which he plays with many individual’s life and creates conflicts in between them so that he would lead to the ultimate path of success. His agenda is self fulfilment of worldly desire for which he would take any step (Rees, 186). The theme of the author is to concentrate readers on such kind of devil-men who are present in the human race. Othello is depicted as hero in the novel; however his did some immoral acts due to ignorance about the occurrence of certain events. Lago is the main person behind this whole game plan. The writer wanted to depict that sometimes even good people can commit crime due to ignorance, resentment, jealousy, envy and unawareness but their agenda is not to prevail destruction among the society. Their acts are in the light of presented facts and figures and thus they feel resentful inside thus take bitter actions. Othello killed her wife due to genuine misunderstanding; though taking a human life due to jealousy, betrayal and revenge is not justifiable in any book of law (Toole 73). Todd & Kenneth (371) illustrate that Othello after knowing the real picture of the handkerchief incident commits suicide as he feels extremely sorry for his act of killing her wife, disrespecting her and disregard Cassio services. The writer wanted the readers to understand that the good one’s cannot resist after hearing the truth as they feel ashamed of their wrong deeds prevailed. Also man with a noble and gentle heart knows that what’s right and wrong in life so killing an innocent due to a great

World Religions Report HUM-130 Essay Example for Free

World Religions Report HUM-130 Essay The religion that I have chosen to discuss is the Jewish religion, or Judaism. In seeking information about Judaism, I conducted an interview at the Beth Israel Congregation near downtown Fayetteville, North Carolina. The synagogue is located at 2204 Morganton Rd., only a few miles from downtown Fayetteville and only a few miles from a major shopping mall in the area. Upon arriving at the synagogue in the afternoon heat of nearly 90 degrees, I was surprised to see the plush gardens to one side of the building. There is a beautiful walking path through a well-manicured lawn. The concrete path leads to a rectangular gazebo overgrown with vine. The small to medium trees and bushes on the property are perfectly maintained and are arrayed in vibrant colors. As I made my way to the front entrance, I noted the light colored brickwork and matching stonework on the front of the building. The building itself gives the appearance of a two story structure with its abstract sculpture, but upon further investigation, the highest part of the building is simple a raised inner ceiling. When I entered the building, I was greeted by Rabbi Yosef Levanon and conducted to his office for my interview after a brief look around the synagogue, which did not include . The Rabbi seems to be a pleasant man who showed a great deal of patients in setting up and carrying out the interview. Through conducting the interview, I found that the Fayetteville, NC Beth Israel congregation had originally been given a charter as an Orthodox Jewish Faith. The Beth Israel Congregation was established in May of 1917. The first brick of foundation was not laid until 1922. This original Beth Israel Synagogue was at a location on Cool Spring Street in Fayetteville, NC. The building that is now the Beth Israel Congregation worship center was constructed on Morganton Rd. in 1950, and dedicated in December of that year. Growth through the years prompted expansion with the addition of classrooms and a sanctuary. In October of 1972, the congregation changed its by-laws and became a Conservative Congregation. In approximately 1995 or 1996, they began to include women in the aliyahs. This is the Law of Return in which any Jew may claim the legal right to assisted migration and settlement in Israel. This includes automatic citizenship (Wikipedia, 2008). In 1998, the congregation began including women in the minyan (a quorum of 10 men required for certain prayers) (Y.  Levanon, personal communication, August 6, 2008). My interview with Rabbi Levanon covered a number of other issues. When asked what the important holidays and traditions of Judaism are, the rabbi responded that the Sukkot, Purim, Passover, Sabbath, Shavot, Rosh Hashanah, and the Day of Atonement were all important to the Jewish faith. I then asked which he felt were the most important of these. He responded that the Passover and Day of Atonement were probably the most important. The rabbi maintains the position that Judaism has shaped his life in that it guides the way that he behaves, his thoughts, and how he relates to other people in everyday life. The biggest challenge that he or other Jews face is maintaining their own identity. The rabbi states, Like any other minority in a bigger culture, it is not easy for the minority to maintain their identity apart from the bigger culture. I was pleasantly surprised to learn that even though they struggle to maintain their distinct identities in a nation surrounded by other religions and influences, neither the rabbi nor and his family have experienced discrimination because of their religious preferences or practices. Rabbi Levanon seemed a little confused as to the specific identity of the Jewish people. When asked if he considers Judaism to be a religion, a race, a nationality, or a Jewish state, the rabbi stated that Judaism is a religion and a nationality. I again asked him if he considered Judaism to be a race, to which he replied, No. I then asked what race he would consider himself to be. He stated that he considers himself a Jewish Caucasian, meaning that he views Jewish is a race as well. In determining that the rabbi considers Judaism to be a race, I asked what his thoughts are on religious pluralism and if it has influenced members of the Jewish community. Considering that Jews are exposed to people of many different religious backgrounds all throughout the world, rabbi Levanon believe that such exposure may lead to some Jewish people being assimilated into the societies and religions to which they are exposed. Assimilation is something that the rabbi endeavors to avoid in order to main tain his own identity as a Jew. In order for the Jewish people to maintain their identity in the modern world, they must remain steadfast in their faith and practices. Another challenge to this is the interfaith movement. The rabbi supports the interfaith movement because it is a †¦good idea to have a dialog among people of different races to remove prejudice, to remove indifference, to remove misunderstandings. He does not believe that the interfaith movement requires that people of different faiths find a common religious ground, however. The rabbi states that, If you are a good person, you should be tolerant of other opinions (and) religious faiths. The interfaith movement provides for people of different faiths to come together in discussion to promote understanding, not commonality. Rabbi Levanon believes that there are many paths to the Divine, not a single path found by following any particular religion. The effect that the interfaith movement has on Jewish teachings deny the icons of other religious faiths, such as Jesus Christ or Muhammad, is to encourage members to be respectful of all religious beliefs and maintain open-mindedness about the opinions of others. They also teach that the Jewish people should respect the opinions carried by other faiths. As a testament to this open-mindedness, the Beth Israel Synagogue encourages interfaith marriage and has many such unions within its congregation. The congregation and leadership of the Beth Israel Synagogue in Fayetteville, NC feel a very close connection to Israel. In addition, they fully support the nation of Israel and believe strongly that the political climate in the United States can directly affect the national security of Israel. This is because Israel needs the international political support of the United States in order to maintain a positive image and protect itself from unprovoked attacks by its enemies. This is a true analysis considering that Israel is surrounded by 22 Arab or Islamic nations (Brumfield, n.d.), many of them hostile towards Israel. The tiny country of only 8,000 square miles is in a very precarious position. Clearly, Israel could not survive without strong Western allies. Since some of the most radical Islamic organizations and countries surround the nation of Israel, it seems fitting that Islam be the subject of comparison to Judaism. Islam, like Judaism and Christianity, is an Abrahamic  religion (Brumfield, n.d.). This means that all three religions can trace their roots to Abraham. Islam teaches that Allah (the God of Islam) revealed His word to certain prophets. These prophets were Adam, Noah, Abraham, Moses, Jesus, with Muhammad being the last prophet of Allah. Muslims also believe that the Quran is flawless, indisputable, and the final revelation of Allah. Brumfield also states that Muslim teaching includes the belief that parts of the Gospels, the Torah, and the Jewish prophetic books have been forgotten, misinterpreted, or distorted by their followers. Therefore, the original message has been corrupted over time, making the Quran a correction of Jewish and Christian Scriptures.Islam and Judaism are similar in many of their basic tenants. Bo th religions teach that there is only one God. In addition, both teach that God is strictly monotheistic being only one divinity and not plural. Both religions have similar teachings that God is all-powerful and non-corporeal, non-physical, and eternal. The Muslim faith states eternal as He never begot, nor was begotten. (Brumfield, n.d.). In addition, Islam and Judaism share the teachings that none is worthy of the offering of prayer except God. Both Judaism and Islam believe that there can be no intermediary to communication with God. Both religions teach that the word of the prophets are true, though they disagree on whom Gods final prophet was. Judaism holds the belief that Moses was the last prophet and the five books of Moses, known as the Torah, is the primary book guiding their faith, along with the written Talmud. Islam teaches that after Moses, Jesus Christ was a prophet, followed by the final prophet, Muhammad. Islam also teaches that the Quran is the final word of God, which they use to guide their faith. The Muslim and Jewish faiths have more differences in teachings than which book to follow, or what prophet(s) to believe in. Muslims also pray five times per day, as compared to the Jewish tradition of praying three times per day. The Muslim faith teaches that they are the chosen people of God. The Jewish faith teaches that they are the chosen people of God and there will come a Jewish Messiah (moshiach) to Earth, possibly to initiate a messianic era. The Jewish faith also teaches that each persons soul is pure at birth, but humanity is born with the propensity to do both good and evil. In contrast, Islam seeks to forbid what is evil (Nahi-anil-Munkar). Both  religions believe in a resurrection and pursuing the approval of God. While Judaism allows conversion to other religions, Islamic law forbids this and is punishable by death in many Islamic countries such as Saudi Arabia, Qatar, Yemen, Iran, Sudan, Pakistan, and Mauritania. Another major point of contrast between Judaism and Islam is the multiple times the Jewish people have been subjugated multiple times by other nations. After the reign of King Solomon ended in 927 BC (Schoenberg, 2008), Israel split into two separate kingdoms, the Kingdom of Israel in the north and the Kingdom of Judah in the south. At separate times after this split, outside forces conquered both kingdoms. The Kingdom of Israel fell to the Assyrians in the eighth century BC, and the Kingdom of Judah was conquered by Babylonia in the sixth century BC. 70 years after this occurred, some Jews returned to Jerusalem following the downfall of Babylonia. The Romans later conquered them. During this time, the Roman Empire defeated two revolt attempts by the Jewish people. After the fall of the Western Roman Empire in 476 AD (Trueman, 2008), the Jews were again able to retake Jerusalem. In all, ownership of Jerusalem changed 17 times throughout the citys history. The nation of Israel itself was not established until three years after the end of World War 2. Before and during World War 2, the Jewish people were being imprisoned, tortured, then slaughtered by the millions by the Nazis of Germany as they sought to cleanse their territories of the so called non-Aryans who they believed to be lesser human beings than true Germans (Aryans) (Bankier, 2008). Repeated subjugation and near extermination. By the end of World War 2, German forces had killed an estimated 5.6 million to 5.9 million Jews, 1.2 million of which were children. The followers of Islam have not suffered anything remotely similar to this near genocide or the multiple conquerors that the Jewish people have endured. Another difference between Islam and Judaism is the radical factions within Islam that sponsor and conduct terrorist actions, bombing and rocket attacks on Israeli soil, and the goal of destroying Judaism altogether. Islamic nations such as Iran and Syria have dedicated resources towards the destruction of Israel. Despite the thousands of years of subjugation of the  Jewish people throughout history, and the near extermination of the Jewish race, Judaism has grown into one of the three largest religions in the world. The nation of Israel has become one of the strongest countries in the Middle East. Judaism is one of the most peaceful of the major world religions, only using military force to defend itself. In addition, much of the Jewish leadership has embraced the practice of working to foster understanding and respect between their religion and other religions throughout the world. Though Islam and Judaism share several common beliefs and a common root founder in Abraham, the religions are very different in terms of suffering by its people and levels of aggression by radical factions and governments alike. References Aliyah, (2008). Wikipedia, the Free Encyclopedia. Retrieved August 6, 2008, from Wikipediawebsite: http://en.wikipedia.org/wiki/AliyahBankier, D. (2008). Holocaust. In MSN Encarta [Web]. Retrieved August 6, 2008, fromhttp://encarta.msn.com/encyclopedia_761559508/holocaust.htmlBrumfield, B. (n.d.). Islam. Retrieved August 6, 2008 from Israels Messiah website:http://israelsmessiah.com/religions/islam/beliefs.htmBrumfield, B. (n.d.). Palestinians: Israel, politically and geographically. Retrieved August 6,2008 from Israels Messiah website:http://www.israelsmessiah.com/palestinian_refugees/israel_vs_arabs.htmSchoenberg, S. (2008). Jewish virtual library: Solomon. Retrieved August 7, 2008 from theJewish virtual library website:http://www.jewishvirtuallibrary.org/jsource/biography/Solomon.htmlTrueman, C. (2008). History Learning Site, A History of Ancient Rome: The fall of AncientRome. Retrieved from the History learning site website:http://www.historylearningsite.co.uk/fall_of_ancient_rom e.htm

International Monetary Fund :: essays research papers

-International Monetary Fund-Addressing Fundamental Economic Goals On an International Level   Ã‚  Ã‚  Ã‚  Ã‚  The International Monetary Fund is an important function that makes world trade less strenuous. The International Monetary Fund, or IMF as it is called, provides support and supervision to nations in all stages of economic progress. International trade is a key element to enable nations, large and small, to strengthen their economic positions. Larger nations need the international market to export their goods and services, and smaller nations also need this world scale market to import products so they are able to produce more efficiently. In order to achieve these goals, one major component must be in place. The ability to value other nation's currency. Throughout the years, many different ways have been used to do this, mostly ending in failure. There is no perfect way to accurately measure the true value of another country's currency. The International Monetary Fund is an effort to see each country's economic position, offer suggestions, and provide the fundame ntal economic security that is essential to a thriving (world) economy. Many of the domestic economic goals are reiterated by the INF on an international level.   Ã‚  Ã‚  Ã‚  Ã‚  To understand the current INF we will investigate the events leading up to its existence. Between 1879 and 1934 major nations used a method of international exchange known as the Gold Standard. The Gold Standard was simply a fixed-rate system. The rate was fixed to gold. In order for this system to function properly three things had to happen. First, each nation had to define its currency to gold (this definition then could not change). Second, each nation must than maintain a fixed relationship to its supply of money and its amount of actual gold. Third, the on-hand gold must be allowed to be exchanged freely between any nations throughout the world. With all of those policies successfully in place, the exchange rates of the participating countries would then be fixed to gold, therefore to each other. To successfully maintain this relationship some adjustments had to be made from time to time. For example, two countries A and B are doing international business to gether and A buys more of B's products than B buys of A's. Now B doesn't have enough of A's currency to pay for the excess products purchased. B now has what's called a balance of payment deficit. In order to correct for this deficit the following must occur; Actual gold must now be transferred to A from B.

Mozart vs. Beethoven

Arts and Culture 2 Mozart vs. Beethoven Paper 3/21/12 Mozart vs. Beethoven In the 18th century, the middle class made a lot more money. During the Classical Period, the middle class had a tremendous influence on music. They wanted to hear concertos and symphonies. They wanted their children to learn great music and play instruments. The composers began writing music that was geared towards the middle class because they could make a better living if they enjoyed the music being played. They wrote music that was easier for their students to understand and play.Serious music changed into comic operas, or popular folk tunes, and dance music. This was a good thing it shaped dance and music forever. Mozart and Beethoven were both master composers in the 18th century classical music era. Classical music emphasized the different moods of music throughout one song, as it fluctuated with the composer’s emotions. There is a large variety of rhythmic patterns, that created the composers t houghts. Classical music has a lot more homophonic texture. The melodies were balanced, symmetrical, and a whole lot easier to remember.Beethoven and Mozart are the two most important musicians of their time. Their pieces are everlasting and will live on forever. Their styles are so unique and uplifting that they could never be matched. They were truly masterminds as they played in the same time period but their lives were tremendously different. There are some similarities and many differences between the two of them but one fact will always remain: They are the central and most vital part of all music. Wolfgang Amadeus Mozart was one of the most important musical innovators we have ever seen in our lifetime.His style of music helped re-shape music, the way it was played, and the Classical period. Mozart was born in Salzburg, Austria in 1756. Mozart was a child prodigy, claiming most of his success in his youth. At the age of six, Mozart could play the harpsichord and violin very w ell. At this time he was able to improvise fugues, write minuets, and read music perfectly. At the age of eight, he wrote a symphony and at eleven, he wrote an oratorio. Then, at the age of twelve he wrote a great opera. Mozart's father was Leopold Mozart, who happened to be a court musician.Both Mozart and Beethoven had help from their fathers in many different ways. Mozart's father helped him travel around as a young musician and he traveled many places and he seen many well-known people and aristocrats. Because of Mozart's early successes many challenges had become part of his life. He had very high expectations from the community and from his father. Unlike, Beethoven, Mozart was spoiled as a youth and because of this he refused to be treated as a servant. He completely relied on his father’s help and refused to work with the archbishop.This would become a problem later when Mozart did not develop enough initiative. Because of that he could not make decisions on his own. Then at age 25, Mozart broke free from Salzburg and became a great freelance musician in Vienna. This is where Mozart found and started some of his success. Mozart earned his living giving lessons to people and holding concerts. Mozart later wrote his piece â€Å"Don Giovanni† and then â€Å"The marriage of Figaro† and these were great pieces for his time. Eventually, Mozart's popularity disapeared and his music was found to be very complicated and hard to follow.Mozart's music was very versatile and his masterpieces had been in many forms. His piano concertos were and still are very important and very popular pieces. Mozart was also a master of the opera. As he wrote many popular operas in his time. During his last year, he was much more successful. He wrote an opera and a Requiem, which he never did finish. Mozart's great passion in his work can be herd and felt in various works and in his style. It is of the utmost perfection and can not be replicated. Mozart died i n 1791, in Vienna at the age of just 35.Ludwig Van Beethoven came in the later part of the Classical Period and helped bridge this period into the Romantic era. Beethoven is considered by many one of the greatest musicians to ever play and was a mere genius. His influence in music is still noticed and recognizes today and will continue to be herd, felt and recognized throughout time. Beethoven’s pieces being as dramatic and profound as they are will never be lost as time goes on. Beethoven was born in Bonn, Germany in 1770. He was born into a family of musicians.Beethoven was not the child star that Mozart was but he did accomplish many things as a youth. Beethoven played for Mozart at age sixteen. Mozart said, â€Å"Keep your eyes on him; some day he will give the world something to talk about. † When Beethoven was twenty-two he decided to leave Germany and go to Vienna, to study with Joseph Haydn. Beethoven had a very rough upbringing, because his father was an alcoh olic and was a very abusive person. Many of Beethoven's works are and were based on the horrendous experiences he had growing up.Beethoven had two brothers, they were both younger than him. Beethoven's father died when he was young, which forced him to take care of his family. Beethoven was self-educated, very vain and a very self-absorbed man. He had very high expectations for himself and was often said to have a very rude and disastrous behavior. Beethoven refused to be a servant or treated like one and refused to be told what to do, claiming that he should be treated as an artist and that he deserved more respect than the average person. Beethoven was struck with what was his greatest downfall; becoming deaf.This occurred in 1802 when doctors learned that he was becoming deaf and there was nothing that they could do to stop it. This impairment reshaped his music completely. This led the way to a very tense and exciting side of his pieces that no one ever seen. Beethoven's music d iffers with Mozart's and is more intense and had a greater range of pitch and dynamics. Beethoven's greatest pieces were his symphonies. And are still heard today as often as they were in his days. Beethoven was a very good innovator with his own variations to music.Compared to Mozart, Beethoven tried to unify contrasting movements by using musical continuity. Often times Beethoven's music did not have a clear ending and was dragged out a bit longer than expected to be. Beethoven died in 1827, in Vienna. â€Å"Beethoven gave his first public appearance (playing piano) when he was eight and had his first piece of music published by the time he was 12 years old. † In conclusion, Mozart and Beethoven had a great influence in the change of music in the 18th century. They played, conducted, and composed music that came completely from their heart.They made people very happy and entertained people. They opened up a doorway to what we call musical expression. We would probably still be in the Baroque era, if it weren’t for these two genius music composers. Work Cited http://www. kidzworld. com/article/1292-wolfgang-amadeus-mozart-biography#ixzz1prb4fYP0 http://www. ipl. org/div/michist/clas/mozart. html www. biography. com/people/wolfgang-mozart-9417115 www. lvbeethoven. com/Bio/BiographyLudwig. html www. biography. com/people/ludwig-van-beethoven-9204862 And The Movie – Amadeus

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