Case briefs Assignment Example | Topics and Well Written Essays - 750 words

Case briefs - Assignment Example The case went through the court of first trial all the way to the Supreme Court. At the court of first trial, a suppression motion was granted to the defendant. This is because the court found out that the search warrant that had been issued earlier was not based on a feasible cause. To be specific, the court contended that that search warrant was surrounded by contentions of an untested informer and inadequate validation by the police. Upon the subsequent trial to the Court of Appeal, the court affirmed the decision of the court of first trial. The Court of Appeal declined the exclusionary rule that was put forward of good faith. Lastly, when the case reached the Supreme Court of the U.S, certiorari was granted. The legal issue that was in this case was whether the exclusionary rule to the fourth amendment should be amended so as to permit the usage of evidence acquired by police officers acting in judicious dependence on a search warrant dispensed by an isolated and impartial magistrate but eventually established to be uncorroborated by credible cause. The court held that the exclusionary rule ought to be amended so as allow the use of evidence acquired in the justifiable belief of acting under good faith that a given search warrant conformed to the said fourth amendment. Justice White stated that the exclusionary rule to the fourth amendment ought to be amended so as to allow the use of evidence acquired in the justifiable belief of good faith that an issued search warrant complied with the provisions of the fourth amendment. He argued that the exclusionary rule was a judicial-made remedy and not a constitutional right. He said that the rule’s main objective is to deter the misconducts that may be occasioned by the police officers. He further contended that it can be amended if the police officers have tangible evidence that can be used if it can be shown that the

Effects of Violent TV Programming on Adolescent Behavior Essay Example for Free

Effects of Violent TV Programming on Adolescent Behavior Essay Violent behavior is a central theme in many kinds of media. Television and movies depict violent behaviors as acceptable ways of communicating and resolving problematic social situations (Strasburger Donnerstein, 1999). During the twentieth century, Americans were introduced to a wide variety of media technology, including televisions, digital computers, video cassette players and handheld electronic machines (Anderson Bushman, 2001). Although television is but one of the many media venues, it represents the predominant medium to which very young children are exposed. The 1972 report to the Surgeon General found that 96% of American homes have one or more television sets and the average home set is on more than six hours a day and frequent viewing usually begins at about age 3 and remains relatively high until about age 12 (1972, pp. 1-2). Kaisers study (1999) found that children spend up to 40 hours per week in front of the television. For children under the age of 7, Wright et al. (1994) found that media exposure averaged just over four hours per day. Other studies have concurred that the television has become a predominant medium of experience for the child. In a 1990 position paper, the NAEYC stated that the trend toward increased depiction of violence in the media jeopardizes the healthy development of significant numbers of our nations children (1990, p. 18). The viewing experience is highly complex, subjective, and dependent upon the childs level of cognitive and emotional understanding (Wright et al. , 1994). Social scientists and policy makers have expressed concern about the potential negative impact of exposure of violence on children (Bushman Geen, 1990). They have explored the negative impact longitudinally, both experimentally and observationally, and found that children as young as 2 and into adolescence are adversely affected by televised violence. Studies demonstrated that after viewing violent programs, the child behaved aggressively and imitated the scenes of the violent behavior in his play (Anderson Bushman 2001). This paper explores the current state of research in this area and seeks for the relationship between television watching and childhood violence. Television and Violence The most recent large-scale longitudinal study was initiated in 1994 by researchers at the Universities of California, Texas, Wisconsin, and North Carolina. The National Television Violence Study (NTVS) was deemed the largest scientific study of television violence ever undertaken (Federman, 1998). NTVS involved a three-year effort (1994-1997) to review violence in televised programming. It examined three areas of concern: televised programming context, factors that either positively or negatively alter the risk of viewing violence, and the interactions between programming and the viewers. In this study, nearly 10,000 hours of televised cross-channel programming were examined using five major groupings: broadcast networks, independent broadcast, public broadcast, basic cable, and premium cable. The authors found that 61% of programs contain violence. By the third year of the study, there was more violent interaction observed across the programs analyzed. Specific to the younger child, the study found that childrens programs, as a genre, contained the greatest share (50%) of all high-risk violent interactions, as well as the highest ratio of interactions per hour (. 75) (Federman, Vol. 3, 1998, p. 175). Child-oriented cable programs such as those on Cartoon Network, Disney, or Nickelodeon contained the most high risk violent interactions (27%), compared to general-entertainment basic cable (24%), independent broadcast (19%), and premium cable (17%) (Federman, 1998). Early morning viewing, which is primarily child-focused cartoon programming, has at least one high-risk violent presentation every hour. In one week, a child is exposed to at least 20 violent behavior depictions, and in one year over 1,000, if he watches three hours of early morning television a day (Federman, 1997-1998). The authors also found that over the course of three years there was little change in the overall number of violent programs. However, there was a significant increase (8%) in the portrayals of violent incidents per program and childrens programs continued to depict violence in animated stories (Federman, Vol. 2, 1998). In many of these violent interactions, the main character did not experience any appropriate consequences for aggressive behavior. One of the goals of the NTVS was to encourage more responsible television programming and viewing. The study emphasized the message that understanding the impact of viewed televised violence offers an opportunity to significantly reduce the risks to society that are posed by exposure to televised violence. Young Childs Experience of Violence The American media is rife with portrayals of justified violence (Federman, 1997-1998). The good guy beats up the bad guy, and laughter or expressions of glee follow hurtful acts. This conveys the message that aggression is an acceptable way to solve problems and express frustration. Children of all ages watch television and videos on a daily basis and are exposed to acts of violence that potentially shape their way of thinking and behaving (Minow Lamay, 1995, p. 36) Cartoons feature patterns that are more likely to encourage aggression in children, especially if they are under the age of seven (Boyatzis et al. , 1987). Aggressive behaviors, often portrayed in the genre of animation aimed at children, are confusing for the young child. The stories presented as humorous, with laughter accompanying actions that are hostile and aggressive. This may lead to a decrease in his potential fear of danger and may also foster desensitization to harmful situations (Federman, 1997-1998). Significant results revealed that televised violence is changing the behavior of children (Federman, 1997-1998). Individuals of all ages learn through observation. Three important factors affect the impact of learning through modeling. First, the more engaging and attractive the model is, the more the viewer will stay attentive; the less appealing the character is, the more likely the viewer will be distracted or ignore the experience. The second compelling factor is the repeated exposure of the modeling stimuli. As a result of repeated exposure, modeling stimuli eventually produces enduring, retrievable images (Bandura, 1977, p. 25). The third factor, the complexity of the observed experience, affects the rate of observational learning. It is based on the observers capacity to process information. However, the young child may imitate without knowing what his behavior means. Bandura suggests that immediate imitation does not require much in the way of cognitive functioning because the behavioral reproduction is externally guided by the models action (Bandura, 1977, p. 27). Banduras research throughout the 1960s and 1970s with the inflatable Bobo doll demonstrated a relationship between viewing aggressive acts of behavior and performing them. He found that children would more often choose the Bobo doll to punch after viewing a televised violent program than reading a book or choosing a quiet game. Although Banduras work on modeling has been challenged over the years, there has been strong support. Later researchers have expanded Banduras initial studies, finding that the younger the child is, the more likely he will use imitation rather than rational thinking to choose an appropriate, non-violent way of relating. Eron et al. (1972) reported a strong relationship between viewed violence at age 8 and aggressive behavior. Canton and Sparks (1984) found that preschool children have a greater fear response than older children and react accordingly to what they see. Singer et al. (1999) concluded that there was a significant association linking violent exposure with childrens self-reported violent behaviors. Boyatzis et al. s 1995 study of 52 elementary school children with a mean age 7 years, 9 months, showed how children reacted to watching an episode of The Power Rangers. They found that the childs aggressive tendency and lack of fear was immediate and markedly greater following an exposure to but a single episode of The Power Rangers. (Boyatzis et al. , 1995, p. 53). Animated programming such as The Power Rangers, Ninja Turtles characterizes the hero as attractive, strong, and powerful. These characters use violence to solve problematic situations and rescue the helpless victim. The NTVS found that a preschooler who watches an average of 2 hours a day of such content will 43 be exposed to at least 10 hazardous portrayals a week, and over 500 in a year (Federman, Vol. 3, 1998, p. 163). Other studies have documented the relationship between exposure to violence and aggressive thought and action. For example, Josephson (1987) presented two television excerpts, one violent and one non-violent, to 396 third-grade boys from 13 schools. She hypothesized that there was a relationship between viewed violence and aggressive play behavior. Significance was found in increased aggressive behavior in boys who played a game of hockey after watching a violent program. Boys who scored high on characteristic levels of aggressiveness used more aggressive behaviors in their hockey game if they were in the groups that viewed violence. Furthermore, she found that the boys who watched the violent tape and were not given verbal cues about appropriateness of the behavior played more aggressively after the tape than either the boys who watched a non-violent tape, or boys who watched a violent tape but were given verbal cues that commented on appropriateness of behavior(Josephson, 1987). Children are being presented with messages that invite aggressive ways of relating to resolve situations and handle life events (Groves 2002). Current televised shows use cartoons, as well as live actors, to display forms of aggression as a means of relating to others and solving problems. A significant shift in televised programming, though, has occurred with the portrayal of aggressive behavior through more real life characterization, as illustrated in shows like The Power Rangers. The visual experience of aggressive behavior has become more like real life to the child because instead of viewing animated characters using aggressive behavior, the child can now watch individuals similar to himself transmogrify into violent machines (Boyatzis et al. , 1995). In this mechanical state, the portrayed behavior is violent and aggressive with the childs intention of solving a problem. Witnessing these aggressive acts of behavior gives the child a script to construct his social interactions. Since young children create and store behavior that they see, viewing violence becomes a potential way of relating to an experience. Whether the televised programming is in the form of cartoons or real life, social scripts are constructed by the child and are then employed in day-to-day experiences (Groves 2002). Mitigating the Influence of Violent Television Even though there have been numerous studies documenting the impact of televised violence on the behavior of children, the television industry has been reluctant to change violent programming (Singer et al. , 1999). As a result, recent research has focused on how to mitigate the experience of what the child sees rather than waiting for the industry to change what is presented to the public. The child uses internal processes, relying on cognitive and emotional capacities, to actively understand what has been experienced. In his efforts to understand these experiences, the child will find a way to concretize the experience into either emotional or behavioral responses. Younger children need the assistance of another to understand what they experience because they are unable to adjust their viewing and comprehension activities in response to learning instructions (Field Anderson, 1985, p. 91). Collins, Sobol, and Westby (1981) studied 47 children with a mean age of 7. 8 years. Children who watched a program in the presence of an adult who provided ongoing commentary showed improved comprehension of the plot and the witnessed experiences. Without adult participation, the younger children remembered only the aggressive behaviors without remembering the link to either the motive or the consequence. Huesmann et al. (1983) sampled 169 first- and third-grade children over a two-year period. The focus of the study was to mitigate the relation between aggression and television violence viewing in children through an intervention that altered the childrens attitudes about aggression and violent shows (Huesmann et al. , 1983, p. 899). They found a significant change in how the child responded to violence when the experimenter commented on the violent behavior. More children responded with appropriate answers when they were directly asked, what are the bad things that could happen when a child imitates the aggressive behavior of a character? St. Peters et al. (1991) found that the role of co-viewing by the parent with the child is beneficial. This study was conducted over a two-year period and involved the participation of 271 children, ages 3 to 5 years, and their parents. Parental comments about the televised material helped the children understand what they saw. The parents comments differentiated acceptable and non-acceptable behavior for the child. Young children need this clarification and guidance because they have relatively few internal structures to guide them in their behavior (St. Peters et al. , 1991). Kubey (1996) noted that network and cable programming are unsuitable for some children, especially the young child. No amount of adult commenting will completely mitigate what a child experiences. Monitoring and limiting a childs choice of television shows to reduce the exposure to violent behaviors is similar to monitoring a childs choice of foods to ensure health and nutrition. Children are victims to the effects of exposure to violence. Parents are critically important as a resource for the child in his attempt to understand the world. Grover (2002) noted that the child who has been exposed to violence responds more favorably to a nurturing, sensitive and caring adult relationship. The more parents know about their childs changing capacities to understand the world, the better able they are to respond empathically and appropriately to the child (Garbarino, 1992). However, it is essential, as a parent is a primary resource to buffer, explain and clarify life experiences for the child that are beyond the childs capacity to understand ((Minow Lamay, 1995). The study by Singer et al. (1980) found that parents influenced their childrens perceptions of the importance of television by the type and amount of television viewing they had. Collins et al. (1981) found that parental commentary helped children understand the implicit program content. The longitudinal study by St. Peters et al. (1991) of 3- and 5-year-olds and their families viewing patterns found that parents viewing choices play a role in determining a childs exposure to television programs. Conclusion Young children often copy the violent actions that they have witnessed. Banduras work on modeling in the field of social learning has been significant in conceptualizing the relationship between viewing violence and subsequent behaviors. The solution for ameliorating the impact of televised violence focuses on change in parental attitudes as well as profound changes in the entertainment industry. Changing parental attitudes and behavior toward media violence is more feasible than changing the way the entertainment industry portrays violence. Educating parents about the childs cognitive and emotional developmental capacities has been recommended widely as one solution to lessen the potential impact of media violence. References Anderson, C, Bushman, B. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. American Psychological Society, 12, pp. 353-359. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Boyatzis, C. J. , Matillo, G. M. , Nesbitt, K. M. (1995). Effects of The Mighty Morphin Power Rangers on childrens aggression with peers. Child Study Journal, 25(1), pp. 45-55.

Understanding Modernist Writing Essay -- essays research papers

Around 1906, modernist writing was used, but did not yet have a name. James Joyce was the first person to write in a modernist way. It was not until later that the name modernism was established. It was mainly involved with language and how it is used. Modernism is known as a result of the struggle families went through during a certain period of time. Many other authors use modernism in a similar way. To fully understand modernist poetry, a definition and a break down is needed. Modernism is better known as a reflection of historical events. During the time period of 1890-1910, many issues came about in society. Over these twenty years, Americans had massive amounts of change. For example, World War I was beginning and the Industrial Revolution was escalating. It was also the period when cars appeared and there were also massive cultural shifts. For example, John Steinbeck writes about Americans fleeing to California in search of jobs in the novel The Grapes of Wrath. Under a combination of historical pressure such as these, writers came to respect literature as an explanation for an individual life. Modern assembly lines emerged, producing material in mass amounts. Although less educated individuals were able to get jobs, they were treated very poorly. This period reduced the population’s self-confidence severely. Essentially citizens moved down in the ranks between 1890-1910. Modernist writing is known for being hard to comprehend. John Steinbeck is content with people not understanding his books. For example, The Grapes of Wrath is confusing because he claims it is â€Å"A book about the public, not for the public†. (Steinbeck 128) He writes about events that happened to the citizens in depth. Steinbeck is reacting to t... ...s, they have their own writing style which sets them apart. The large cultural wave of modernism emerged in Europe. The same wave traveled to the United States in the early years of the 19th century. Modernism generally expressed a sense of modern life through poetry. Modern life appeared very different from traditional life. It was faster with more science and technology. Modernism settled these changes. Modernism helps readers understand and looker deeper into a writer’s work. The reader is able to analyze and breakdown the authors story. The author also has a point of view which also can be broken down. For example, T.S. Eliot in the â€Å"Wasteland†, leaves parts of the story to the reader’s imagination. This gives an opportunity to the reader to create an opinion of there own. This writing style is more involving and it is different from the ordinary technique.

Going Against the Grain: “Updike a&p”

Going Against the Grain: â€Å"Unity of Effect† in Updike’s â€Å"A&P† â€Å"A&P† is a short story by John Updike that tells the story of three girls who enter a grocery store and attract quite a bit of attention from: Stokesie, the manager; Lengel, a checkout clerk; and – most of all – Sammy, also a checkout clerk. The story follows the thoughts and actions of Sammy as he observes the three girls who are only dressed in bathing suites. The notable points are Sammy’s interaction with another customer, the interaction with his fellow checkout clerk Stokesie, and ultimately his boss and manager Lengel.The story comes to an unexpected climax after Lengel tells the girls to leave the store because of their indecent clothing and as a result Sammy decides to quit. Throughout this short story, John Updike works towards the reader realizing the negative connotations of rebellion and conformity; this is accomplished through several different na rrative devices including – but not limited to – â€Å"first person narration† and â€Å"the unreliable narrator. The first noticeable narrative device utilized by John Updike is that of â€Å"first person narration† where the voice that is created for Sammy is poetically graphic and intentionally provoking; this is clear when one observes how Sammy’s internal narration switches between sharp wit and common slang. This is also proof that Sammy is capable of clear, intelligent thought even though he is merely nineteen years old. The way he chooses to describe things in his mind is truly remarkable as he refers to one of the girls’ hair as â€Å"oaky† and that the light from outside seems like it is â€Å"skating around† the parking lot.It is interesting, however, how Updike continually refrains Sammy’s language by beginning his sentences with phrases like â€Å"You know† and â€Å"Really† which, in effect, keeps the overall language of Sammy seemingly natural. It would make sense to assume that during the course of the story, Updike is deliberately making Sammy use this â€Å"natural† language mixed with sharp wit in order for the reader to be able to distinguish Sammy’s voice from that of Updike himself.Indeed it would ruin the story if Updike used Sammy’s voice to be a stand-in for Updike, or a spokesman for the â€Å"authorial† point of view. Another narrative device that Updike makes use of during this story is that of an â€Å"unreliable† narrator, which essentially means that Sammy voice, which narrates the entire story, should not be simply accepted as infallible, but rather that Sammy’s narration should be thoroughly analyzed.This concept of the â€Å"unreliable† narrator is made clear when one looks at Sammy’s comment on the female mind and how it is completely unknowable; this needs to be taken not as Updike’s ge neral feeling on the particular topic, but rather an account in the characters voice. The device of â€Å"unreliable† narrator can be made even more clearly in the example where Sammy says that â€Å"once you begin a gesture it’s fatal not to go through with it† (343). This can absolutely not be a statement that Updike intended the reader to think he himself was saying.Updike put these words in the mouth of Sammy because they represent an idea that is highly debatable which is coming from a nineteen year old who just might have reason to regret the actions he completes. Understanding this narrative device in Updike’s story is essential to being able to grasp the true plot of â€Å"A&P,† which is the slow revelation of a young man’s character. The final narrative device that will be described here is that of John Updike’s excellent use of â€Å"symbolism† throughout the entire short story that gives rise to the originality of Sa mmy’s thinking and the town in general.One notable use of â€Å"symbolism† within Updike’s story is that of colors. â€Å"Holding a little gray jar in her hand† (341), â€Å"Stokesie with his usual luck draws an old party in baggy gray pants† (341), â€Å"Lengel sighs and begins to look very patient and old and gray† (343). With the above examples pointing towards Updike’s use of the color gray, it is even more important then to notice that the only things that are described in color are the three girls.It could be interpreted that the fact of everything being gray besides the girls shows how the only things important to Sammy at that moment are the girls. In order for Updike to characterize the town, he decides to use animals. â€Å"The sheep pushing their carts down the aisle – the girls were walking against the usual traffic† (339-340). The symbolism is fairly obvious as sheep are known to simply do what the group doe s and not to change their routine; they don’t think on their own, they just follow each other.This could possibly symbolize how tight knit the community was, or how these three girls were an unwelcomed break in the towns routine. Through these three narrative devices, it is clear to see that in Updike’s telling of Sammy the checkout clerk, the reader is supposed to get a sense of the negative connotations of rebellion and conformity. The reader is forced to critically analyze the decisions and thoughts that Sammy makes as a result of the three girls entering â€Å"A&P†, as well as notice the downfalls of stringent, unwavering conformity.

When the CEO’s Personal Crusade Drives Decisions

The DM Bicycle Company (DMBC) had finally found itself with record hitting orders however, Gino Duncan DMBC’s CEO made it a point in the company’s budget meeting that a majority of the expected revenues will be used for the company’s new Corporate Social Responsibility (CSR) program focusing on Batten disease. This decision has been met with a lot of negative feedback from everyone in the company, they all believe that Gino wants to focus his CSR efforts on finding a cure for his daughter’s disease and that he does not have the company’s best interest in his actions.Carolyn Bridges, DM Bicycle Company’s HR director has to make it a point to set Gino straight. First and foremost, Carolyn needs to get more people on her side to be able to convince Gino but, considering that a number of employees from Jim Mitner, DMBC’s CFO to some of the front liners of the company, have the same concers. Carolyn, as the HR director she is in charge of e mployee morale, development and compensation should act as the spokesperson and representative of the workforce.She should confront Gino about how the employees feel about: (1) Gino prioritizing the budget on a CSR project to find a cure for his daughters disease which is backed up by his decision to set their current CSR program â€Å"Ride for Life†, a hard worked for program which had successfully raised employee morale and company public relations; on hold, (2) if participation in the new CSR will affect their evaluation and promotion, (3) and the scare of not having a CEO totally on board for the growth and benefit of the company.If left unattended the company might find employee morale falling and productivity down at a time the company needs a well-oiled workforce to meet the record rate demands it is currently faced with. Carolyn needs to make it a point that we keep employee morale high at this very critical transition point of the company.Moreover, Carolyn has to get others like Jim Miniter, DMBC’s CFO, and Gino’s close friend help come on her side to convince Gino that the company should prioritize improving the company’s financial position instead of spending it on noble causes because it has just gone through 3 tough years financially, they are in no position to spend most of its money in a CSR effort which will also give little gains to the company not like what â€Å"Ride for Life† has done for the DMBC.If all of the plans fail to convince Gino Carolyn should escalate the issue as the spokesperson of the workforce to the Board of Directors who have the power to overrule Gino’s decision in what should be the parameters of the company’s CSR they will implement. Moving forward, the CSR policies should not be for the CEO to decide but, something that is agreed upon by each department and agreed upon by the Board of Directors to make sure that we do not get into an issue of conflict of interest like thi s again.

Free Essays on Topologies

The word topology is commonly used to discuss the properties of various types of networks. It comes from the branch of mathematics that examines the characteristics of geometric shapes. Networks have shapes, and those shapes have much to do with how it functions. There are two different types of topology, physical and logical. The physical topology of a network is the actual layout or appearance of the cables and computer on the network. All physical topologies are variations of two fundamental methods of connecting devices, a point-to-point or multipoint. A point-to-point (PTP) topology connects two nodes together. The following examples are pure PTP: Two computers communicating via modems A mainframe terminal communicating with a front-end processor A workstation communicating along a parallel cable to a printer In a PTP link, two devices control the Communication medium. Because the medium is not shared with other devices, a mechanism is not needed to identify the computers. A simple PTP Two device has no need for addressing. A PTP can be simplex which the communication goes one way only. A half-duplex were the transmission goes two ways, but only one direction at a time, or a full-duplex were the transmission goes both ways simultaneously. If you wanted to link three or more devices together through a single communication medium you would probably use a multipoint topology. Multipoint works much like a party-line telephone service where several users are connected to the same line. Because they share a common channel, each device needs a way to identify itself and the device it wants to send information. The method that they use is by assigning addresses. The following four types of physical topologies are frequently used in computer networking: 1. Star 2. Bus 3. Ring 4. Hybrid The star topology is a popular method of connecting the cabling in a computer network. In a star, each device connects... Free Essays on Topologies Free Essays on Topologies The word topology is commonly used to discuss the properties of various types of networks. It comes from the branch of mathematics that examines the characteristics of geometric shapes. Networks have shapes, and those shapes have much to do with how it functions. There are two different types of topology, physical and logical. The physical topology of a network is the actual layout or appearance of the cables and computer on the network. All physical topologies are variations of two fundamental methods of connecting devices, a point-to-point or multipoint. A point-to-point (PTP) topology connects two nodes together. The following examples are pure PTP: Two computers communicating via modems A mainframe terminal communicating with a front-end processor A workstation communicating along a parallel cable to a printer In a PTP link, two devices control the Communication medium. Because the medium is not shared with other devices, a mechanism is not needed to identify the computers. A simple PTP Two device has no need for addressing. A PTP can be simplex which the communication goes one way only. A half-duplex were the transmission goes two ways, but only one direction at a time, or a full-duplex were the transmission goes both ways simultaneously. If you wanted to link three or more devices together through a single communication medium you would probably use a multipoint topology. Multipoint works much like a party-line telephone service where several users are connected to the same line. Because they share a common channel, each device needs a way to identify itself and the device it wants to send information. The method that they use is by assigning addresses. The following four types of physical topologies are frequently used in computer networking: 1. Star 2. Bus 3. Ring 4. Hybrid The star topology is a popular method of connecting the cabling in a computer network. In a star, each device connects...

Essential Beethoven essays

Essential Beethoven essays Beethoven was born in Bonn Germany on December 17, 1770. He became a professional musician at the age of eleven. His father hoped that Beethovens musical ability would earn him a fortune, just as Mozarts ability had for his father. However, Beethoven was very independent and he broke away from his alchoholic father at a young age. In 1792 Beethoven moved to Vienna, Austria where he studied with Haydn and Mozart. Beethoven was first recognized there for his emotional piano playing, but people soon learned that he was an excellent composer as well. Because of his great talent, Beethoven was supported by many private patrons. He is said to be the first important composer to make a living without receiving money from the court or the church. Beethovens music received special recognition, because it was both technically excellent and emotionally charged. Beethoven combined strong, loud notes with gentle, quiet notes to create the sense of changing emotions in his symphonic works. A very good example of this style is the widely celebrated ninth symphony. The intense feelings expressed in this and other works by Beethoven give his music a universal appeal. Beethovens status as one of the worlds greatest composers is especially remarkable, because he wrote many of his symphonies after he became deaf. By the 1820s, he was completely deaf and could only communicate with people through hand-written phrases and sentences. However, the music he composed at this time is considered to be his best work. During the last part of his life, Beethoven suffered from many emotional problems. The death of his younger brother Caspar Carl in 1815 was especially difficult for him. Beethoven took custody of his brothers son Karl. However, his desperate efforts to make Karl a great musician drove the young man to attempt suicide in 1826. Beethovens health began to fail shortly after, and he died on March 26, ...

IEP Fraction Goals for Emerging Mathematicians

IEP Fraction Goals for Emerging Mathematicians Rational Numbers Fractions are the first rational numbers to which students with disabilities are exposed. Its good to be sure that we have all of the prior foundational skills in place before we start with fractions. We need to be sure students know their whole numbers, one to one correspondence, and at least addition and subtraction as operations. Still, rational numbers will be essential to understanding data, statistics and the many ways in which decimals are used, from evaluation to prescribing medication. I recommend that fractions are introduced, at least as parts of a whole, before they appear in the Common Core State Standards, in third grade. Recognizing how fractional parts are depicted in models will begin to build understanding for higher level understanding, including using fractions in operations. Introducing IEP Goals for Fractions When your students reach fourth grade, you will be evaluating whether they have met third grade standards. If they are unable to identify fractions from models, to compare fractions with the same numerator but different denominators, or are unable to add fractions with like denominators, you need to address fractions in IEP goals. These are aligned to the Common Core State Standards: IEP Goals Aligned to the CCSS Understanding fractions: CCSS Math Content Standard 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. When presented with models of one half, one fourth, one third, one sixth and one eighth in a classroom setting, JOHN STUDENT will correctly name the fractional parts in 8 out of 10 probes as observed by a teacher in three out of four trials.When presented with fractional models of halves, fourths, thirds, sixths and eighths in with mixed numerators, JOHN STUDENT will correctly name the fractional parts in 8 out of 10 probes as observed by a teacher in three out of four trials. Identifying Equivalent Fractions: CCCSS Math Content 3NF.A.3.b: Recognize and generate simple equivalent fractions, e.g., 1/2 2/4, 4/6 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. When given concrete models of fractional parts (halves, fourths, eighths, thirds, sixths) in a classroom setting, Joanie Student will match and name equivalent fractions in 4 out of 5 probes, as observed by the special education teacher in two of three consecutive trials.When presented in a classroom setting with visual models of equivalent fractions, the student will match and label those models, achieving 4 out of 5 matches, as observed by a special education teacher in two of three consecutive trials. Operations: Adding and subtractingCCSS.Math.Content.4.NF.B.3.c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. When presented concete models of mixed numbers, Joe Pupil will create irregular fractions and add or subtract like denominator fractions, correctly adding and subtracting four of five probes as administered by a teacher in two of three consecutive probes.When presented with ten mixed problems (addition and subtraction) with mixed numbers, Joe Pupil will change the mixed numbers to an improper fractions, correctly adding or subtracting a fraction with the same denominator. Operations: Multiplying and DividingCCSS.Math.Content.4.NF.B.4.a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 Ãâ€" (1/4), recording the conclusion by the equation 5/4 5 Ãâ€" (1/4) When presented with ten problems multiplying a fraction with a whole number, Jane Pupil will correctly multiple 8 of ten fractions and express the product as an improper fraction and a mixed number, as administered by a teacher in three of four consecutive trials. Measuring Success The choices you make about appropriate goals will depend on how well your students understand the relationship between models and the numeric representation of fractions. Obviously, you need to be sure they can match the concrete models to numbers, and then visual models (drawings, charts) to the numeric representation of fractions before moving to completely numeric expressions of fractions and rational numbers.

Organisational Learning and Design Essay Example | Topics and Well Written Essays - 1250 words

Organisational Learning and Design - Essay Example Previously, it was believed that the companies have to identify the extraordinary potential candidates and prepare them for future senior level positions (Belet, 2007). Recently, the organisations have stressed the importance of changing the business structures so that the culture imperative for learning enterprises can be supported (Mishra & Bhaskar, 2011). Moreover, there needs to be a balance between the leadership and management development aspects so that reforms are easily commenced. In order to evaluate the significance and challenges of the learning organisations, two articles have been reviewed. According to Mahoney (2000), the concept of learning companies was initiated in 1990s and there is no perfect solution for creating such organisations. It is mandatory for the corporations to foster leadership within each level of the organisations from the directors and senior managers to lower management level. Also, equally important is the conception of a culture which will assist the enterprises in the development and augmentation of learning organisations. On the other hand, Belet (2007) studied the concept of building high potential executives in French companies for crafting learning-oriented organisations. According to the author, there is still presence of the hierarchical and centralised leadership styles in these enterprises and the leadership development programmes are ineffective in bringing the desired changes within the firms. Hence, there is requirement of embedding the learning organisation characteristics within the businesses so that they can comply with the changing market structures. In today’s contemporary business world, the organisations have to adjust their structures and frameworks to make sure that they have the compatible systems and tools for responding to the markets. It has been mentioned by Mahoney (2000) that it is the responsibility of the directors and senior managers to

IT Strategy (e.g. Network, hardware, software) please see attachment Essay

IT Strategy (e.g. Network, hardware, software) please see attachment - Essay Example In the case of networks for the website, one of the things, which need to be addressed, is whether the website will comprise of an intranet, in this case for use within the university or one, which will cover a larger audience such as the whole world. In this case, the website ought to be developed in such a way that the whole world can be in a position to access information that is related to the university. At the same time, there ought to be elements within the website, which can serve to be of benefit to the individuals in the university. An example in this case can be the services such as those related to the library, which are only accessible to the individuals who are associated with the university such as current students and members of staff. The network also needs to be one which can support significant amounts of data due to the downloads and uploads of documents and content which will be conducted by the users. The network hardware is another area, which ought to be taken into consideration. In this case, the hardware ought to be consistent with the current technology, which is implemented in the case of networking and websites. For example, the routers, which are used, ought to be in a position to support multiple computers or nodes without failure. At the same time, the computers that will be used have to be supportive of present technology. The specifications on these computers have to be rather high due to the high amount of activities, which they will be undertaking. The processor and RAM for example, have to be capable of supporting various programs and processes concurrently. If this is done, the university will minimize on costs significantly especially those that are occasioned by frequent repair and maintenance of hardware. On the part of software, they ought to be those that support various activities that range from personal to business elements. This is something, which should start from the operating

Ecological - City Sprawl field trip Essay Example | Topics and Well Written Essays - 750 words

Ecological - City Sprawl field trip - Essay Example As will be seen in this brief essay, economic development need not always engender all of these negative attributes; however, re-purposing a site oftentimes has many negative effects (although oftentimes less negative than allowing the site to remain in use). Accordingly, this brief essay will consider but a few of these factors with relation to the field trip that was engaged upon by our class outing to the Millbrook Marsh site earlier in the semester. The site itself was formerly a farm. When individuals consider a farm they oftentimes wrongfully assume that such a â€Å"natural† business endeavor will likely engender few if any ecological impacts. However, this is far from the truth. High levels of bio-waste associated with animal waste and/or improperly disposed of chemical or pesticide waste can severely damage the ecology of a region for many years to come. With respect to the Millbrook Marsh field trip, the farm itself was originally reclaimed from a wetlands area that included multiple smaller wetlands that were built over and covered so as to provide suitable farming land. As was often the case prior to a more full and complete understanding of the environmental impacts associated with wetland destruction, wetlands were oftentimes viewed as wasted land that could and should be reclaimed in order to serve a more useful purpose; in this case – to provide the community with additional arable land. Upon disuse of the farm, the community leaders and civic entities responsible for parks and recreation decided to reclaim the wetlands which had been destroyed in order to provide but a positive environmental impact to the region as well as provide the community with an additional park within the region. Accordingly, a centrally designed plan was created to reclaim the wetland and provide a park and a location for environmental

Saudi newspapers Al Riyahd and Alwatan Dissertation

Saudi newspapers Al Riyahd and Alwatan - Dissertation Example Decisive Storm, in the name of defending civilization, legitimacy, and humanity. Communication theorists have taken great interests in studying further the concept of framing theory in mass media. This is particularly because there is quite confused as to how this theory can be characterized in the theoretical and empirical perspective. In the earlier studies as that of Iyenger & Kinder (1987) and finally in McCombs, Shaw, and Weaver (1997), framing theory did not have much distinction between the concepts of agenda-setting theory. Agenda-setting theory is a communication concept, â€Å"which focuses directly on how media coverage leads to changes in the importance of different considerations†. Scheufele (1999) and another study DeVreese (2005), however, agrees that the framing concept has inconsistency in its application, especially in identifying the frames projected in the media. In a more developed study of Scheufele along with his colleague Tewksbury, the authors furthere d the distinction between Framing, Agenda Setting, and Priming based on how the progress of studying mass media effects. A most recent review from Borah (2011) expresses the even more pressing issues in the conceptual debates of framing theory. Amidst the vagueness of the concept of framing theory, this research considers how this theory can still explain the context of the effects of news on the audience. The framing theory encompasses the origin, evolution, presentation, and effects of frames (Tewksbury & Scheufele, 2009).

The role of social media in managing customer relationship Essay

The role of social media in managing customer relationship - Essay Example The essay will encompass the role of social media in managing customer relationships. At the current epoch modern business firms face cut throat competition among themselves. Most of the contemporary economies in the world abide by the free market principles. ‘Consumerism’ is the pivotal goal or motto of almost all the enterprises in the modern world. Business firms can never be successful in generating economic surplus without enhancing and modifying customer relationships. Buyers view for a commodity or a service manufactured by a business firm largely influences the brand loyalty and image of the company. This in turn affects the gross turnover of the organization. Thus, implementing strategies to win over customer relationships is the primary success factor for any corporate business organization. With the progress and development of Information Technology, business firms have enjoyed substantial economic surplus with the help of the modern marketing methodologies. S ocial Media is a tool that has upgraded and modified itself over time to help business organizations built efficient and good customer relations. Social media involves certain internet sites that help the people freely communicate with each other through writings, videos and pictures. With the advantages of social media, constrains like distance and time differentials have reduced to a large extent. Modern individuals can never think of a life without the social networking sites. In the late 19th century, the CompuServe was the first social network site available in United States. Over the time, the percentage of internet users has significantly increased. The modern social networking sites like YouTube have 4 billion viewers per day. Facebook users are as high as 1.11 billion. 255 million users for LinkedIn, 87 million members for Flickr, 500 million users for Twitter shows the gross popularity of social networking sites in the modern world. Such sites are used for both economic an d non economic purposes. Modern business firm’s uses social networking sites for marketing their manufactured products and achieving customer’s loyalty. Customer Relationship Management is a pivotal theory of consumer behaviour management. Social media has largely helped the corporate retail firms to anticipate the requirements and demands of the contemporary potential customers. Thus, at this juncture it is highly rational to analyze the role of social media in facilitating corporate customer relationships. This essay will enumerate the various aspects and perspectives of social media. It will also throw light on the superior and inferior outcomes generated by social media over time. The learnt from this academic based essay would surely enable readers to acquire an implicit knowledge about the benefits and problems of social media augmenting customer relations. Critical analysis Impact of social media on customer relations The discussion presented above shows that th e social media is a platform that is rising in importance among the marketers. In this context, it must be understood that the social media has both positive and negative impacts on consumer relationship. The positive impacts have been discussed below followed by the negative impacts. Social media as a public forum provides a strong way to establish customer relationship and increasingly engage them into the process of designing, producing and distributing products. There is a huge difference between social media and other forms of communication, such as telephones. The difference is that telephones provide one to one communication among the people that are participating in the conversation, but the social media is such a forum in which a very large number of people that are virtually present in the forum can participate in the conversation. This allows all customers to review the opinions of other consumers. Thus, it makes the information conveyed across the target population very fast and also allows the companies

Saudi newspapers Al Riyahd and Alwatan Dissertation

Saudi newspapers Al Riyahd and Alwatan - Dissertation Example Decisive Storm, in the name of defending civilization, legitimacy, and humanity. Communication theorists have taken great interests in studying further the concept of framing theory in mass media. This is particularly because there is quite confused as to how this theory can be characterized in the theoretical and empirical perspective. In the earlier studies as that of Iyenger & Kinder (1987) and finally in McCombs, Shaw, and Weaver (1997), framing theory did not have much distinction between the concepts of agenda-setting theory. Agenda-setting theory is a communication concept, â€Å"which focuses directly on how media coverage leads to changes in the importance of different considerations†. Scheufele (1999) and another study DeVreese (2005), however, agrees that the framing concept has inconsistency in its application, especially in identifying the frames projected in the media. In a more developed study of Scheufele along with his colleague Tewksbury, the authors furthere d the distinction between Framing, Agenda Setting, and Priming based on how the progress of studying mass media effects. A most recent review from Borah (2011) expresses the even more pressing issues in the conceptual debates of framing theory. Amidst the vagueness of the concept of framing theory, this research considers how this theory can still explain the context of the effects of news on the audience. The framing theory encompasses the origin, evolution, presentation, and effects of frames (Tewksbury & Scheufele, 2009).

From world cities to gateway cities & Extending the boundaries of Coursework

From world cities to gateway cities & Extending the boundaries of Globalization theory - Coursework Example Still, there is a lack of attention paid to the cities with less number of populations than in the world’s largest cities. The crucial importance of Globalization theory in the modern context can be seen in its ability to transform the world’s society attitude to the gateway cities as potential global cities, but with their own cultural, political and economic potential. Thus, it is more interesting to discuss the way globalization causes a negative impact on â€Å"gateway cities†. This term, created by Grant (1999) and Grant and Nijman (2000) implies that any city may be a medium for economic, cultural and political relations exchange. Urban experience of the process of globalization has numerous peculiarities and it plays the same crucial role as the experience of the world’s cities (Short et al, 2000). The impact of globalization is evident is even in the small cities. Moreover, a process of globalization emerges in every city and influences on certain aspect of the cities. For example, Prague has been subjected to cultural globalization, Seattle, Sioux Falls were transformed into economic centers. A process of globalization is mediated by means of global cultural models.

George Bush Speech Analysis Essay Example for Free

George Bush Speech Analysis Essay George Bush begins the speech with a solemn address and informs the people of America about the tragic events that unfolded. The aim of this speech was to reassure the public that they are now safe and the perpetrators will be brought to justice. The use of inclusive pronouns, such as ‘we’ and ‘our’, is just one of the ways in which he builds a sense of unity and togetherness with the audience. He makes it feel like he is equal to them and shares their pain and will help them through their struggles. In the second paragraph, Bush begins on talking about the severity of the attacks. He speaks about the variety of people that died, ‘the victims were on the airplanes, or in their offices-secretaries, businessmen and women, military and federal workers, moms and dads.’ As well as the victims in the plane, he includes the hard-working office workers and the devoted federal workers who lost their lives trying to save others. He ends the line with ‘moms and dads’ and ‘friends and neighbours’, trying to get empathy from the audience that little children have lost their parents and ordinary people have lost their close friends. Later on, George Bush then gives a sense of hope to the nation. He says that the attacks demonstrate the strength of the country and says America is the ‘brightest beacon for freedom’ and that the attacks ‘cannot touch the foundation of America’. George Bush then tries to take a little credit in the emergency response by using the words ‘I implemented’ so that the people still support him as a president. Bush then reassures the public by saying that he will ‘take every precaution to protect our citizens’. He goes on to show the stability of the financial institution and economy. President Bush then expresses his gratitude to the workers and congressmen who joined him strongly in condemning these acts. He talks about the other world leaders who offered their condolences by thanking them dearly. The tragedy of 9/11 was an awakening for America. George W. Bush effectively used the emotions of a saddened country and was able to win over the hearts of many Americans. The rhetorical devices and inclusive pronouns he included in his speech create a definite feeling of reassurance with the general public.

Planning and Maintenance Problems

Planning and Maintenance Problems Plan and Maintenance Problem 1 To calculate to peak operative temperature in this room in August, some assumes are made before calculation: The operative temperature in adjoining rooms is equal to that for the module under consideration and hence heat glow occur only through the outside window-wall; The window will be open during the day and close at night; The thermal transmittance of the window frame is equal to that of the glass; There are no internal blinds, therefor the solar gain to the air node is zero (Sa =0) According to the equation (5.42), this calculation will be divided into three parts. First, find out the mean operative temperature. Second, find out the swing in operative temperature. And find out the peak temperature in the final. Calculation: Area: External wall = 3.08m2, Internal wall = 40.88m2, Internal floor = 19.8m2 Ceiling (intermediate floor) = 19.8m2, Glazing (include. frame) = 7.0m2 Volume of room = 55.44m3 Summed values: Summed area = 90.56m2 Summed U Value = 22.1/WK-1 Summed U Value = 321.2/WK-1 First part Mean operative temperature: Solar Gain through glazing (Table 5.7): = 0.62 x 177 x 6.3 = 691.36W Internal heat gain: = (792 + 1280 + 1584) / 24 =152.33W Fabric heat gain (Table 2.34(h)): = (3.08 x 0.49 x 26.9) + (7 x 2.94 x 19.8) = 448.08W Total gains to environmental node: = 691.36 + 152.33 + 448.08 = 1291.8W Total gain to air node: = 0 + (55.4 x 19.8) = 1097.7W Room ventilation conductance (Table 5.2): =1/3 x 3 x 55.44 =55.44WK-1 Thermal response factor for the room: = (321.2 + 55.44) / (22.1 + 55.44) = 4.9 Room conductance correction factor; = 3 [55.44 + (6 x 90.56)] / 22.1 + (18 X 90.56) = 1.09 Mean operative temperature at center of room: = [1097.7 + (1.09 x 1291.8)] / [55.44 + (1.09 x 22.1)] = 31.51K Second Part- Swing in operative temperature: Swing in solar gain (Table 2.30 and Table 5.7): = 0.44 x 6.3 x (603 – 177) = 1180.9W Swing in structural gain (Table 2.34(h), and given time lag factor (9.5h)); = [ (0.18 x 3.08 x 0.49) x (11.7 – 26.9) ] + [ (1 x 7 x 2.94) x (24.8 – 19.8) ] = 98.77W Swing in internal gain; = [ (2 x 80) + ( 10 x 19.8) ] – 152.33 = 205.67W Swing in ventilation heat gain: = 55.44 x (24.8 – 19.8) = 277.2W Total swing in heat gain to environmental node: = 1180.9 + 98.77 + 205.67 = 1485.3W Total swing in heat gain to air node: = 0 + 227.30 = 227.30W Mean-to-peak swing in operative temperature Room admittance factor with respect to operative temperature; = 3 [ 55.44 + (6 x 90.56) ] / [ 321.2 + (18 x 90.56) ] = 0.92 The swing in operative temperature at 12:30: (at 12:30) = [ 277.2 + ( 0.92 x 1485.3) ] / [ 55.44 + (0.92 x 321.2) ] = 4.68K Final Part: Peak internal operative temperature: = 31.51 + 4.68 = 36.2 °C As the result, the temperature is too high in the office space, some issues of shading or cooling should be required to reduce the risk of overheat. Problem 2 2a) During project handover, the operational risk management cycle starts with the first implementation procedures by creating the risk inventory through risk identification and risk assessment. Starting with risk identification and assessment, the better the risk assessment and the risk information gathered is structured; the more successful will be the future continuing reassessment process. Good results for risk evaluation are achieved if unit heads and risk or process experts agree on the valuation of the risk. Then, risk mitigation and control system is carried out in view to adequately assessing the impact of an identified risk on the organization’s business, one has to consider existing controls and mitigating measures that already reduce the likelihood or severity of the risk scenario identified. A risk mitigating measure is usually a one-time measure for which an implantation date and a responsible person are defined. Risk scenario, mitigation measure, control, and loss event help to keep track of the implementation steps. These results in improved transparency, efficiency and data integrity compared to the widespread solutions that typically create problems with regard to user access rights, data integrity and confidentiality. Followed by risk mitigation and control system is risk controlling and reporting. The goal of the risk management process is to keep identified risks in line with the risk policy and risk strategy approved by the Board of Directors and the executive team. This process could assure existing controls are actually performed and newly approved risk mitigating measures are implemented as planned. Lastly, followed by the above steps of operational risk management processes, simple risk aggregation and consolidation methods can be introduced. Grouping risks by categories to look for worst-case risk scenarios, consolidating risks across business units and evaluating dependencies, correlation or diversification potential between risks can be introduced already with relatively simple methods and are an important step towards an integrated risk perspective. Based on the structured risk information gathered and the integrated perspective on all relevant risks, mitigation measures and implemented controls, the risk manager is able to produce risk reports according to the need of any type of management level. 2b) There are a number of elements involved in the development and implantation of operational risks. They could be divided into Pre-handover activities and post-handover activities. The following responsibilities should be worked among the project sponsor, building owners, contractors and maintenance providers. Regarding Pre-handover activities: First, developing commissioning program which including the calibrating, testing and running of building systems, services and equipment to ensure the building is ready for use. Sometimes, the manufacturer’s representatives may be present on site to authorize the operation of services and equipment. To make sure the services and equipment have been correctly installed and functioning. Calibrating the control instruments and systems to ensure energy conservation and environment conditions are maintained. Second, transferring of documentation to the client is involved in the development and implementation of operational risks. For example, in terms of building service, the building documentation may include: statutory authority permits and approvals, including progressive building certifier approvals. Providing plant, equipment, services and system information and schedules, including recommendations regarding lifecycle costing, â€Å"as-built† building plans and commissioning data, service maintenance requirements, operation and maintenance manuals covering design and operating parameters, service maintenance schedules, maintenance and cleaning products, tools and spare parts. Third, the project contractors should assist the building owner or maintenance providers to determine the building maintenance requirements. Forth, develop handover training program to familiarize the building owner and maintenance provider personnel with building equipment and systems. It is a good practice as training sessions coordination could utilize the expertise of the design and construction teams such as subcontractors. Effective training will let the building users and owners obtaining knowledge to manage the building and its fixtures, fit-outs, equipment, services and systems. The training contents may include occupational instructions and coincide with the handover of building documentation. Regarding Post- handover activities: First, identify outstanding defects and rectify all outstanding defects prior to final completion. If defects or omissions are identified by the building owner after final completion. Second, monitoring maintenance and update building asset records is involved in the implantation of operational risks. Most building contracts have a defects liability period, typically for twelve months from the practical completion. Therefore, maintenance activity should be monitored and maintenance records should be continually updated to reflect any new defects and rectification works. And these records should be added into a defects report, including the details of maintenance activities undertaken. The certificate of final completion confirms that all contractual requirements have been met, including the rectification or acceptance of all outstanding defects and attendance to all omissions. Forth, project files and accounts are to be closed which allow easy auditing in the future. Substantial records created or received by the design and construction team must be sorted, indexed and recorded to create an auditable project trail. Care must be taken to store all financial records securely. Undertake final completion inspection to ensure satisfactory rectification of all outstanding defects. Last but not least, update and maintain asset register and other relevant asset management systems. Problem 3 3a) Operating temperatures The electrical energy produced by biomass gasification CHP plants can be consumed directly or injected into the network. The production of thermal energy can be specified at below: High-temperature heat (steam or thermal oil, up to 200 ° C) applies for industries which consume heat. Low-temperature heat (hot water at 90-95 ° C) applies for industries which consume heat, urban heating networks by hospitals, schools, government bodies, swimming pools, and industries linked to the wood sector that have co-products and thermal energy requirements. Cost The capital costs of the biomass CHP processes are much higher than fossil fuel fired CHP systems. Small-scale biomass CHP is undergoing trials in the UK. Biomass CHP offers a carbon saving potential for large sites (e.g. over 20 MWe). At these scales, biomass CHP will typically use steam turbines linked to district heating. Environmental regulation / considerations To apply biomass CHP, several matters should be considered. Provide a suitable supply chain for biomass fuel. The site access for large lorries delivering the fuel and storage space for the fuel. The route and mechanism to transport fuel from the store to the boiler and the plant room space around the boiler for cleaning. Integration into the building engineering system Building systems are usually connected to the network via a heat exchanger. Whilst there is some amount of thermal loss from the heat distribution infrastructure, the aggregation of small heat loads from individual buildings into a single large load allows the use of large scale heat technologies. 3b) A district heating scheme comprises a network of insulated pipes used to deliver heat, in the form of hot water or steam, from the point of generation to an end user. District heating networks provide the means to transport heat efficiently. They can currently be built up to around 30km from generating plant and distribution networks can be hundreds of kilometers long. The development of the district heating scheme is benefit to the community include avoided costs of energy, through the use of surplus and wasted heat energy, and reduced investment in individual household or building heating equipment. Problem 4 4a) CBM is a short form Condition Based Maintenance. It is a maintenance strategy that adopted the actual condition of the asset to decide what maintenance needs to be done. It acts as a condition monitoring since it provides an instantaneous indication of a machine’s condition, ensuring critical systems maintained in top condition and spot the upcoming of plant failure. More, it helps improve the conventional maintenance regime by evaluating indicative parameters of plant condition such as temperature, vibration, oil condition, power quality. CBM is a highly effective maintenance strategy which benefits to safety and reliability nature industries such as aircraft industry, semiconductor manufacturing, nuclear, oil and power etc. The advantages examples are stated as following: First, it enhances fault detection in many plant items. Second, it reduces failure rates, labour time and repair budgets. Third, by carrying out the CBM, it gains the greater understanding of plant performance, and thus improves the energy efficiency and worker safety. 4b) As mentioned in 4a), there are a lot of benefits by adopting CBM. Below are the five different CBM methods examples which would help enhance fault detection in plant items and reduce their failure rates. First, acoustic emission monitoring which monitoring defect the naturally occurring high frequency structure borne elastic waves which are produced in materials under some form of stress. Acoustic emissions are the stress waves measuring in dB at high frequency 20kHz to 1 MHz. The instrument is commonly used to listen and measure the acoustic signals emanating from items such as pump’s bearing to define the condition with the plant during it operation. It has a good signal to noise ratio and is not affected by background noise. Second, Vibration analysis which forecast the condition for most machines with moving parts and all rotating machinery has a degree of vibration due to difficulties in balancing the moving parts. For example, bearing degradation and misalignment, to assess plant condition to enhance fault detection and reduce failure rates. It measured in dB at lower frequency range of 100Hz to 10KHz. When faults begin to appear in plant items, the normal vibrations begin to show signs of change. When these vibration measurements are â€Å"trended† over a period of time, the change in the plant conditions can be seen as a graphical representation. It can indicate when lubrication is required, whether the lubrication has been successful and the condition of bearings. Moreover, any misalignment, loose components and other problems that cause the machine to vibrate can be detected, giving maintenance staff the chance to intercept faults and maximise the effectiveness of these tasks and their time. Third, application of Ultrasonic thickness testing uses complex electronic equipment to generate and detect reflections of ultrasonic vibrations from interfaces between materials. Any material that transmits mechanical vibrations can be tested. It is the best method in terms of cost-effectiveness and the ability to detect irregularities in a metallic system. For example, it can read its thickness by simply touching the steel with the measurement head. Contact is usually assured by first removing visible corrosion scale and then applying petroleum jelly or another couplant before pressing the probe against metal. It could detect the occurrence of pitting and cracks both internally and externally resulting from corrosion, microbial and chemical contamination and general wear and tear. Therefore, it avoids the possibilities of leaking and potential failure of critical systems. More importantly, the testing is used to inspect metal to determine quality and safety without destroying or compromising its integrity. Forth, Thermography could be used to evaluate plant condition by obtaining temperature observations of building service pant. The deviation in temperature at which particular pieces of plant operate is often indicative of plant condition. The radiation emitted from the surface of an object is a function of the object temperature with the infrared element of the radiation being measured and converted into an equivalent temperature. The thermal image is constructed from a multitude of point measurements. And the point temperature values are represented on a grey or colour scale. Last, Lubricant and fluid analysis. Microbes can induce corrosion of steel and non-ferrous metals or they can accelerate normal electro-chemical corrosion processes. This mechanism can be occurred directly or indirectly. The analysis will reveal things like oil contamination, incorrect fill levels, as well as a breakdown or degradation of the lubricant’s composition. The procedure is performed by taking a small sample of the lubricant from the machine in question and sending it to laboratory for aassessment of the presence of the organism. 1

Essay --

There is a process in plant agriculture that scientists intentionally make a replica of a gene of a plant or organism and places it into another plant or organism. This produces what we call a Genetically Modified Organism (GMO) or sometimes known as genetically engineered food. The modifications of the genetics in plants, livestock, and other organisms go as far back as 10,000 years ago and over time scientists have experimented with cross-breeding, researched how to create plants with desirable traits, and the first actual GMO was introduced to the market. There are currently eight crops commercially available from GMO in the United States. These crops include corn, cotton, soybeans, canola, alfalfa, sugar beets, papaya, and squash. There are several reasons as to why the crops are being genetically altered. Some of the reasons include making crops more resistant to disease, which will then result in a more efficient and higher production of crops, making them taste and look more a ppealing, and an abundance of other reasons. As of now, the labeling of Genetically Modified Organisms aren’t enforced. A major reason people would like foods who have been genetically modified to be labeled is because people feel they have the right to know what they are consuming. Some reasons why people are opposed to requiring the labeling of GMO’s is because there are no significant differences between genetically modified foods and conventional foods. There are people who are in favor of genetically modified foods being labeled for consumers. If the foods that have been modified are labeled, they can inform the people purchasing and consuming them (Debatepedia, 2010). Various bacteria are being used when modifying foods and if taken into the bod... ...t need to be labeled as such. In my opinion, I think genetically modified foods should be labeled. If they label these foods and have nothing to hide, then there shouldn’t be an issue. Yes, people have the choice whether or not they would buy foods that have been modified, but I think it’s best to label them just so people can be in the know of what they are eating and then can make an informed choice. Also, if you are allergic to a certain food, or refuse to eat something due to ethical and religious values, you should be informed. As far as we know now, Genetically Modified Foods can serve no harm to us; it’s just the principle of being informed and aware of what you are putting into your body. As citizens of the United States, I believe we have earned the right to know every ingredient that is in our foods because our health id very dependent on what we consume.

Juvenile Delinquent

Juvenile Delinquent Renee Washington American Intercontinental University ? Abstract This report is in regards to our young people today that need to be helped to a point that they have meaning in their lives. There are ways that can be presented to insure that young offenders can work through the pain, and rage surrounding their emotions which causes negative behavior. Healing programs have been a recommendation thru the court systems to analyze juvenile delinquency, and find the factors that lead to meaningful resolutions. ? IntroductionMany of our young people have lost their way in this land of democracy. Why are the statistics so high regarding juvenile delinquency, and a young male, or female appears in our courts every single day before a judge for crimes committed against other people, someone’s property, or belongings that have been vandalized. Where are the families to these lost children? What causes them to erupt into crimes of violence, and mayhem? Something has t o be done to help juvenile delinquents reflect on their lives, and the criminal offenses they commit.Illustrate Offenses The attitude that leads young people toward a cycle of negative behavior comes from deep rooted emotional rage, and pain which causes them to retaliate by committing offenses to others through stealing, vandalizing property, and sometimes violence against other people physically. The courts have begun to intervene on behalf of the juvenile delinquents by recommending healing programs that have been put in place to analyze juvenile delinquency, and find the factors that will lead to a resolution.Tell Causes The individual history of being betrayed by someone they trusted who cared for them as a young child. They were often neglected, abused, and victimized by a parent, or caregiver. A large number of family factors are associated with juvenile delinquency. Although it doesn’t excuse the offender’s behavior it does help to explain why so many young boy s, and girls naturally vulnerable, and instinctively trusting become victims at the hands of his, or her own parent, and their whole life begins to unravel.Without positive intervention the child is at risk of violating the law at an early age, and charged as a juvenile delinquent. Consequences/Outcome A parent that has been abused or rejected will eventually lead to emotional wounds within the souls of their children. These wounds can be painful, and traumatic to the child because of where they originated from a family member, or loved ones. Without getting the specified, and intentional healing the infection from the wounds will manifest into bitterness, rage, and pain which will lead toward delinquent patterns.Conclusion Juvenile delinquency is one of the major problems being recognized and dealt with regarding the youth in today’s society. In â€Å"An Update on the Cycle of Violence†, by Cathy S. Widom, and Michael G Maxfield, (2001), stated that children being vic tims of abuse, and neglect in all likelihood will be arrested as juveniles if a positive intervention of hope doesn’t present itself in their lost lives.The Bethesda Family Services Foundation provides the type of programming needed for the juvenile delinquent, and his, or her family to start having hope toward healing. ? References Herbst, Dominic P. Helping Juveniles Reflect On Their Lives and Criminal Offenses. Corrections Today, Jun2005, Vol. 67 Issue 3, p22-25, 3p Retrieved October 30, 2012 From MasterFILE Premier Widom, Cathy S. ; Maxfield, Michael G, An Update on the Cycle of Violence Research Brief

The Effects of Missing Letters to the Reading Comprehension

CAVITE STATE UNIVERSITY (CvSU) DON SEVERINO DE LAS ALAS CAMPUS Indang, Cavite ( (046) 415-0021 ( (046) 415-0012 E-mail: [email  protected] com â€Å"The Effects of Missing Letters to the Reading Comprehension of 2nd year IT Students of Cavite State University† In Partial Fulfillment Of the Requirements for the Subject Experimental Psychology Prepared By: Ersando, Shalom G. Suansing, Glenda Mae E. March 2012 BIOGRAPHICAL DATA Shalom G. Ersando was born in J. P Rizal Memorial Hospital Dasmarinas Cavite on January 15, 1994. She is now residing at Brgy. Cabezas, Trece Martires City,Cavite.She is the eldest among the two siblings of late Mr. Carlito B. Ersando and Mrs. Victoria G. Ersando. She finished her elementary at Palawit Elementary School at Brgy. Cabezas Trece Martires City,Cavite in 2006. She completed her secondary at Tanza National Trade School at Paradahan I Tanza Cavite. At Present she is now taking up Bachelor of Science in Psychology at Cavite State University Inda ng Cavite. BIOGRAPHICAL DATA Glenda Mae Suansing was born on August 23, 1994. She is the second child of Nerissa and Alexander Suansing. She is currently residing at St. Michael Village, Sungay East, Tagaytay City.She has two siblings, Glen Mark and Gladys Suansing. She graduated her elementary at Tagaytay Elementary School. She was a consistent character awardee. She finished her secondary education at Tagaytay City Science National High School. She is currently studying at Cavite State University taking up Bachelor of Science in Psychology. After graduating college she is planning to pursue Industrial Pschology. She wants to become a Human Resource Practitioner. ACKNOWLEDGMENT This experimental research will not be complete without encouragement,assistance,support and inspiration proved by several people.The authors wish to express their sincerest appreciation and gratitude to the following persons who helped in the realization of this piece of work; To Ms. Alodia Mercado, our adv iser for her sound academic guidance and moral support which enabled her to pursue this study; To Ms. Alma Fatima Reyes, for her useful comments and suggestions that improved the study; To Ms. Ivy Valerie Garcia for letting the researchers use her laptop; To To the family of the researchers,for their love and support they gave me throughout the study; My greatest praise and honor to our Lord Almighty who guided me through my most difficult moments and problems.ABSTRACT SUANSING GLENDA MAE, ERSANDO SHALOM â€Å"The Effects of Missing Letter to the Reading Comprehension of 2nd year IT Students of Cavite State University. † Experimental Research. Bachelor of Science in Psychology. Cavite State University. March 2012, under the supervision of Ms. Alma Fatima Reyes. As reading plays an important role in our lives, reading comprehension is important for human progress. This experimental research proposes to investigate the effects of missing letters to the reading comprehension of students. The research is conducted at Cavite State University, Indang, Cavite.Fifteen respondents were needed for the Pre-test and the Post-test. Same person will be taking the Pre-test and Post-test. All fifteen respondents are 2nd year BS IT students of Cavite State University. The general objective of the study was to determine the Reading Comprehension of Students with missing letters. Specifically, the study aimed to determine if there was a difference between the scores obtained in the Pre-test and the scores obtained in the Post- Test. Data and information were gathered through the help of the respondents by answering the questionnaires regarding to their Reading Comprehension Skills provided by the researchers.TABLE OF CONTENTS APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIOGRAPHICAL DATA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGM ENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hypotheses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scope and Limitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REVIEW OF RELATED LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Design Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sampling Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .LIST OF TABLES †¢ Table 1. A Distribution Table of the Pre-test Scores †¢ Table 2. A Distribution Table of the Post-test Scores †¢ Table 3. Difference of Pre-test and Post-test Scores LIST OF FIGURES †¢ Figure 1. Parallel Letter Recognition †¢ Figure 2. Research Paradigm †¢ Figure 3. Graphic Representation of Pre-test Scores †¢ Figure 4. Graphic Representation of Post-test Scores LIST OF APPENDICES †¢ Budgetary Estimates (Appendix A) †¢ Calendar of Activities (Appendix B) †¢ Instrument (Appendix C) †¢ Statistical Analysis of Data (Appendix D) †¢ Curriculum Vitae (Appendix E) THE EFFECTS OF MISSING LETTERS TO THE READING COMPREHENSION OF 2nd YEAR IT STUDENTS OF CAVITE STATE UNIVERSITY† Glenda Mae Suansing Shalom Ersando | An experimental research prepared to the faculty of the Department of Social Sciences and Humanities, College of | |Arts and Sciences, Cavite State University, Indang Cavite in partial fulfillment of the requirements for Experimental Psychology| |with Contribution No. ER1. Prepared under the supervision of Ms. Alma Fatima Reyes. | INTRODUCTION Reading is a cognitive process of decoding characters or symbols in order to create a meaning.It is a means of communicating and sharing of information. We do it automatically. It requires development, practice and understanding. When we read, we use our eyes to receive written symbols such as letters and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Many people read books, newspapers, magazines, comic books, etc. It is considered as a daily routine of other people who loved to read. Readers integrate the words they have read into their existing framework of knowledge or schema.Reading helps a lot in our vocabulary. It wi dens our knowledge about words. Sometimes when we encountered unfamiliar words we can’t understand it, but when we encountered the same word we already knew what its meaning because we’ve read it already read it in the past. Reading also helps us in communicating in many way for example say, your job or any job for that matter, and you need to read a contract for business purposes or even if you work at a supermarket, don’t you need to know how to read in order to send the food that a person get to the right address.So as you see reading is just an element we need for day to day life. Statement of the Problem The study aimed to determine the reading comprehension of students with missing letters. 1. What is the highest rating of the scores obtained in the Pre-test by the 2nd year BS IT students of Cavite State University? 2. What is the highest rating of the scores obtained in the Post-test by the 2nd year BS IT students of Cavite State University? 3. Is there a significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test? . Do the missing letters affect the reading comprehension of students? Objectives Generally, the study aimed to determine if there is a significant difference between reading with missing letters and reading with complete letters. Specifically, the study aimed to: 1. to determine the highest rating of the scores obtained in the Pre-test by the 2nd year BS IT students of Cavite State University. 2. to determine the highest rating of the scores obtained in the Post-test by the 2nd year BS IT students of Cavite State University. 3. o determine if there is a significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test. 4. to determine the effects of missing letters to the reading comprehension of students. Hypotheses Ha: There is a significant difference between reading the words with missing letters and reading with complete letter s in the comprehension of the students. Ho: There is no significant difference between reading the words with missing letters and reading with complete letters in the comprehension of the students. Significance of the StudyThis study will benefit the following beneficiaries: Respondents This study will help the respondents to be familiarized in this type of reading. The respondents will also enhance their vocabulary. Community This study will be a great help for the community in order for the people to be aware in this style of reading. School This study will benefit the school by teaching this style of reading not only for students but also for the teachers. Future Researchers This study will be a guide for the future researchers in order for them to have a background regarding to this study.This will also serve as their related literature. Scope and Limitation This study is about on how the students read and understand the meaning of a word if there is a missing letter on the word . This study will also test the vocabulary of the students. This study only involves 2nd year IT students of Cavite State University. It is composed of 15 respondents from IT students. The study also limits the short period time given to conduct this research. Definition of Terms These are some terms used in the study: Cognitive Psychology – it is the study of internal and external processes of the brainWord Superiority Effect – refers to the increase in efficiency of letter identification within words Reading Comprehension – level of understanding when reading Pattern Recognition – organization of stimuli Pre-Test – test given before the Post-test Post-Test – test given after the Pre- test Schema – past experiences Treatment – levels of the independent variable Theoretical Framework This study justified the Parallel Letter Recognition. It is the model that most psychologists currently accept as most accurate is the parallel le tter recognition model.This model says that the letters within a word are recognized simultaneously, and the letter information is used to recognize the words. This is a very active area of research and there are many specific models that fit into this general category. The figure below is one popular formulation of this model. [pic] Figure 1: Parallel Letter Recognition Figure 1 shows a generic activation based parallel letter recognition model. In this example, the reader is seeing the word  work. Each of the stimulus letters are processed simultaneously.The first step of processing is recognizing the features of the individual letters, such as horizontal lines, diagonal lines, and curves. The details of this level are not critical for our purposes. These features are then sent to the letter detector level, where each of the letters in the stimulus word are recognized simultaneously. The letter level then sends activation to the word detector level. The  W  in the first lett er detector position sends activation to all the words that have a  W  in the first position (WORD  and  WORK).The  O  in the second letter detector position sends activation to all the words that have an  O  in the second position (FORK,  WORD, and  WORK). While  FORK  and  WORD  have activation from three of the four letters,  WORK  has the most activation because it has all four letters activated, and is thus the recognized word. Conceptual Framework Fig. 2 This study aimed to know the difference between the Pre-test and Post-test scores of the students in their reading comprehension. REVIEW OF RELATED LITERATURE This chapter presents the related topics and studies regarding this study. It also presents the synthesis of all the topics.Pattern Recognition Our ability to recognize familiar types of things is a spectacular human characteristic. This attribute allows us to recognize an old friend in a sea of faces, to identify an entire musical theme f rom a few notes, to read words, to enjoy the taste of a vintage wine, or to appreciate the smell of a rose. It is a cognitive endowment that we mostly perform seamlessly, rapidly, and without much effort. In our everyday life, we use pattern recognition all the time, yet the cognitive structures which support pattern recognition are only recently understood. Cognitive Psychology, 6th edition, Robert Solso, p. 109) Researchers have discovered that top-down processing can influence our ability to recognize a variety of objects. It also influences our ability to recognize letters during reading. Most of the research on this topic examines how context helps us recognize letters of the alphabet. Psychologists who study reading have realized for decades that a theory of recognition would be inadequate if it were based only as the information in the stimulus. (Cognition, 5th edition, Margaret Mathin, p. 42) Immediacy of InterpretationOne of the important principles to emerge in studied of language processing is called the principle of immediacy of interpretation. Basically this principle says that people try to extract as much meaning out of each word as it arrives, and they do not wait until the end of sentences or even the ends of phrases to decide or how to interpret a word. For instance, Just and Carpenter (1980) studied the eye movements of subjects as they read a sentence. While reading a sentence, subjects will typically fixate or almost every word. Just and Carpenter find that the time subjects spend fixating or word is basically proportional to the amount of information provided by a word. Thus, if a sentence contain or relatively unfamiliar or a surprising word, they pause in that word. (Cognitive Psychology & Its Interpretation,John R. Anderson) Reading Comprehension Reading comprehension is a complex undertaking that involves many levels of processing. One of the most fundamental aspects of comprehension is the ability to deal with unfamiliar words encoun tered in text. Readers who struggle with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis.It is not enough to rely on context cues to predict the meaning of new words, since this strategy often results in erroneous or superficial understandings of key terms, especially in content-area reading (Paynter, Bodrova, & Doty, 2005). Mature readers need to possess a basic knowledge of â€Å"how words work† and a set of strategies for approaching new words encountered throughout the day. (http://www. edu. gov. on. ca/eng/research/mcquirter. pdf) How word knowledge affects reading comprehension Vocabulary knowledge is one of the best predictors of reading achievement (Richek, 2005).Bromley (2004), in a comprehensive review of research on vocabulary development, concludes that vocabulary knowledge promotes reading fluency, boosts reading comprehension, improves academic achievement, and enhances thinking and communication. Spellin g is also an important consideration in reading comprehension. The concepts about sound patterns that children learn in the early years through invented spelling and direct spelling instruction help them to decode new words in their reading. As they mature and begin to spell longer and more complex words, children apply the concepts of base words, prefixes, and suffixes to their spelling.This knowledge of morphology, in turn, helps them to deconstruct longer words encountered in their reading. Templeton (2004) argues that spelling knowledge provides the basis for explicit awareness and understanding of morphology, which, in turn, may guide the systematic growth of vocabulary knowledge. Considering the strength of vocabulary knowledge in predicting reading achievement, the complex interrelationships among these areas are significant. (http://www. edu. gov. on. ca/eng/research/mcquirter. pdf) Missing letter effectIn cognitive psychology, the missing letter effect refers to the finding that, when people are asked to consciously detect target letters while reading text, they miss more letters in frequent, function words (e. g. the letter â€Å"t† in â€Å"the†) than in less frequent, content words. The missing letter effect has also been referred to as the reverse word superiority effect, since it describes a phenomenon where letters in more frequent words fail to be identified, instead of letter identification benefitting from increased word frequency.The effect is usually measured using a paper-and-pencil procedure, where readers are asked to circle a target letter every time they come across it while reading a short passage. The missing letter effect is more likely to appear when reading words that are part of a normal sequence, than when words are embedded in a mixed-up sequence (e. g. readers asked to read backwards). The missing-letter effect for common function words It has been proposed that function words such as for and on conceal their let ters because their higher familiarity allows fast access to their unitized representations.However, this study shows that letter detection in function words varies with their linguistic role in text. When such words were embedded in a phrase where they were forced into a content role by the surrounding context (e. g. , for or against or on switch ), letter detection improved markedly and did not differ from that of matched content words. The result was replicated when the context preceding the function word and the overall sentential meaning were equated for both function and content usages.The results support a late-stage structural account of the function-disadvantage effect, where the syntactic units that support the structural frame of a sentence are lost in the transition from structure to meaning. (PsycINFO Database Record (c) 2010 APA, all rights reserved) Word superiority effect In cognitive psychology, the word superiority effect (WSE) refers to the phenomenon that people a re more accurate in recognizing a letter in the context of a word than they are when a letter is presented in isolation, or when a letter is presented within a nonword (e. g. â€Å"WXRG†).Studies have also found a WSE when letter identification within words is compared to letter identification within pseudowords. (e. g. â€Å"WOSK†) and (e. g. â€Å"WERK†). The effect was first described by Cattell (1886), and important contributions came from Reicher (1969) and Wheeler (1970) . The WSE has since been exhaustively studied in the context of cognitive processes involved during reading. Large amounts of research have also been done to try to model the effect using connectionist networks. (http://en. wikipedia. org/wiki/Word_superiority_effect) Several studies have shown a correlation between working memory and reading comprehension.Daneman and Carpenter (1980) used a dine-task procedure in which both tasks (reading and remembering) use a single verbal memory state. A compromise position suggests that the phonological component of working memory acts as a sort of back-up memory. When sentences are short or easily comprehended it is not needed with syntactically more complex or lengthy sentences processing may lay behind the input and so the representation in the phonological store needs to be consulted. (McCarthy and Worrington, 1990) Transfer to Long Term MemoryVerbal rehearsals may be necessary in acquiring some kinds of knowledge such as learning new vocabulary words. New words need to be first remembered by sound like a representation cannot be retrieved to long term memory. Ebbinghaus discovered another unique findings the serial position effect. It can be found in memory for lists even when serial anticipation is not required. Working Memory Working memory  has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for furthe r information processing.Working memory tasks are those that require the goal-oriented active monitoring or manipulation of information or behaviors in the face of interfering processes and distractions. The cognitive processes involved include the  executive  and  attention  control of  short-term memory  which provide for the interim integration, processing, disposal, and retrieval of information. Working memory is a theoretical concept central both to  cognitive psychology  and  neuroscience. Synthesis We use pattern recognition in our daily lives, most likely in reading in how we recognize letters.It is an ability where only humans can do. One of the most widely demonstrated phenomena in the research on recognition is the Word Superiority Effect. According to the word superiority effect, we can identify a single letter more accurately and more rapidly when it appears in a word that it appears alone by itself or in a string or same letter. As we are reading a bo ok or any reading material, our brain process the meaning of a word. It is naturally done by our brain. By the help of our schema or past experiences, when we encountered a familiar word, we can easily recognize it.But it's quite difficult for us to understand the meaning of a word if we never encountered it in our past. METHODOLOGY In this chapter, the researchers will describe the research design, sampling technique, respondents, research instrument, data gathering procedure and the statistical analysis that they used. Research Design The research design that the researchers used was the Within Subject Design. A within-subjects design is a type of experimental design in which all participants are exposed to every treatment or condition. For the Pre-test, the respondents we’ll be not exposed to treatment.For the Post-test, the students will be now exposed to the treatment which is the missing letters in the passage. Psychologists often use them to test the relative effective ness of a new treatment, often a difficult proposition. One of the greatest advantages of a within-subjects design is that it does not require a large pool of participants. Generally, a similar experiment in a between-subjects design would require twice as many participants as a within-subjects design. A within-subjects design can also help reduce errors associated with individual differences.In a between-subjects design where individuals are randomly assigned to a treatment condition, there is still a possibility that there may be fundamental differences between the groups that might impact the results. In a within-subjects design, individuals are exposed to all levels of a condition, so the results will not be distorted by individual differences. Each participant serves as his or her own baseline. Design Notation O1XO2 O1 = Pre-test O2 = Post-test X = Treatment (Missing Letters) Sampling Technique Random sampling method was used.The researchers used the table of random sampling fo r choosing the respondents. The respondents were 2nd year IT students of Cavite State University. In random sample, each individual in the population has an equal chance of being selected. If more than one individual is to be selected for the sample, there must be constant probability for each and every selection. Respondents The researchers need 15 students for pre-test and post-test. Same person were taking the pre-test and post-test. Research Instrument The instrument that the researchers used was a test questionnaire. The est questionnaire is composed of a short passage or story and then it is followed by a 10 item question. Treatment For the first passage in the pre-test, a normal passage with complete letters is given. For the post-test, the passage contains words with missing letters. This treatment will be given to 15 respondents. This will tests if it is good or effective to use. Data Gathering Procedure The researchers need to provide questionnaires for the respondents reg arding to their Reading Comprehension skills. The researchers need to provide questionnaires until they meet the minimum ( 15) respondents.After that Pre-test will be given in the respondents. And the post-test will be given to know if missing letters will affect the Reading Comprehension of the respondents. Statistical Analysis The researchers used the Wilcoxon Signed Rank Test. The Wilcoxon Signed Rank Test is a non-parametric statistical test for testing hypothesis on median. It is used when we wish to compare two sets of scores that come from the same participants. This can occur when we wish to investigate any change in scores from one time point to another or individuals are subjected to more than one condition.As the Wilcoxon Signed-Ranks Test does not assume normality in the data it can be used when this assumption has been violated and the use of the  dependent t-test  is inappropriate. The advantage with Wilcoxon Signed Rank Test is that it neither depends on the form of the parent distribution nor on its parameters. It does not require any assumptions about the shape of the distribution. For computing the mean, the researchers used the formula below. The researchers summed up all the scores and divided the total by the number of scores. [pic] Where: [pic] is the symbol for the mean [pic] is the symbol for summationX is the symbol for the scores N is the symbol for the number of scores For computing the standard deviation, the researchers used the formula: [pic] Where: S is the symbol for standard deviation [pic] is the value of the mean [pic] is the symbol for summation Xi represents each data value from i=1 to i=N.. N is the sample size RESULTS and DISCUSSION This chapter contains the analysis and interpretation of the results that we have gathered. The results gathered were organized, tabularized, discussed and analyzed in this section. The table contains the scores obtained by the students in the Pre-test and Post-Test.Table 1. A Distribution table of the Pre-test scores |Rating |Frequency(f) |Percentage(%) | |Excellent |0 |0 | |Very Good |4 |26. 7 | |Good |8 |46. 7 | |Poor 3 |26. 7 | |Total |15 |100 | |Mean |2. 0 | | |Standard Deviation |0. 75593 | | |Verbal Interpretation |Poor | | Legend: Poor 0-3; Good 4-5; Very Good 6-7; Excellent 8-10. Table one shows the pre-test scores by 2nd year IT students of Cavite State University. Out of fifteen students, 3 or 26. 7% of the students got Poor rating; 8 or 46. 7% of the students got Good rating; 4 or 26. 7% of the students got Very Good rating; and no one got Excellent rating. According to Anderson and Freebody (1981), it is well established that good comprehenders tend to have good vocabularies. This correlation, however, does not mean that teaching vocabulary will increase readers’ comprehension, for that is a causal conclusion.As it turns out, however, when reading educators conducted experiments in which vocabulary was either taught to students or not, compre hension improved as a function of vocabulary instruction. In the pre-test, the researchers included some difficult or unfamiliar words that the researchers think the students didn’t encounter before. As shown in the pre-test scores, the respondents tend to have poor reading comprehension and vocabulary. The low scores they got was a proof that if a word is unfamiliar and unrecognizable you can’t easily understand it. Table 2. A Distribution table of Post-Test Scores Rating |Frequency(f) |Percentage(%) | |Excellent |4 |26. 7 | |Very Good |3 |20 | |Good |4 |26. 7 | |Poor |4 |26. | |Total |15 |100 | |Mean |2. 5 | | |Standard Deviation |1. 18723 | | |Verbal Interpretation |Poor | | Legend: Poor 0-3; Good 4-5; Very Good 6-7; Excellent 8-10. Table 2 shows the post-test scores from the same students who took the pre-test. Out of fifteen students, 4 or 26. 7% of the students got Poor rating; 4 or 26. 7% of the students got Good rating; 3 or 20% of the students got Very Goo d rating; and 4 or 26. 7% of the students got Excellent rating. According to a research study, there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of â€Å"reading strategies,† or tools to interpret and analyze text.There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your reading to make sure it is still making sense, and analyzing the structure of the text. Some texts, like in philosophy, literature or scientific research, may appear more difficult to read because of the prior knowledge they assume. Because the texts were unfamiliar, readers don’t understand it. Analysis of research findings reveal that if a reader is to become very good at comprehending what he reads he must meet two principal learning requirements. They must: (1. know words; and (2. ) be able to reason with physical text. In the post-test, the treatment was adminis tered. Some words in the passage have missing letters. According to Just and Carpenter (1980), who studied the eye movements when reading, if a sentence contains unfamiliar words, the reader will pause in that word. Thus, when the respondents were reading the passage, whey saw the words with missing letters, they paused as their brain processed to recognize that word. The respondents extract meaning to that word as they read it. Table 3. Difference of Pre-test and Post-Test Scores Rating |Pre test frequency |Post-test frequency | |Excellent |0 |4 | |Very Good |4 |4 | |Good |8 |3 | |Poor |3 |4 | |Total Mean |2. 0 |2. 5 | *Legend: Poor 0-3; Good 4-5; Very Good 6-7; Excellent 8-10. Table 3 shows the difference of pre-test and post-test scores. As a whole, it shows that most of the students got high scores in the post-test. The total mean scores of the students in the pre-test is 2. 0 which is equivalent to Poor rating. The total mean of scores of students in the post-test is 2. wh ich is equivalent to Poor rating also. Thus, there is a 0. 5 difference in the mean scores. After computing the difference of the pre-test and post-test scores using Wilcoxon Signed-Rank Test, the result of the asymptotic significance is 0. 01. Thus, the researchers should reject Ho because the result of asymptotic significance of the study is less than 0. 050. The results have showed that the students were more capable in answering the passage with missing letters. The results gathered by the researchers showed that the missing letters affect the reading comprehension of the students. It positively helped the students to understand well the passage.According to Paynter, Bodrova and Doty (2005), one of the most fundamental aspects of comprehension is the ability to deal with unfamiliar words encountered in text. In the passage, maybe the students have encountered it before so that they understand the passage. Readers who struggle with word-level tasks use up valuable cognitive space that could be allotted to deeper levels of text analysis. SUMMARY, CONCLUSION AND RECOMMENDATIONS The summary provides comprehensible summary on how the study was conducted. It also presents the list of findings, state the conclusion and some of the recommendations. Summary The study aimed to determine whether there are differences between reading with complete letters and reading with missing letters.Specifically, the study aimed to 1) determine the rating of IT students in the Pre-test; 2) determine the rating of IT students in the Post-test; 3) determine the significant difference between the scores obtained in the Pre-test and the scores obtained in the Post-test; 4) determine the effect of missing letters to the reading comprehension of the students. The researcher conducted their study at Cavite State University from February 17 to March 8, 2012. The researcher used the within subject design for their study. The researcher used random sampling method where they used the table of random numbers to choose their respondents. Their respondents were 2nd year BS IT students, 15 students in pre-test and another 15 students in post-test. The researchers used a survey test questionnaire that was composed of a short passage and followed by 10 questions.The formula to determine the level of students in Pre-test was frequency tallies and percentage. The formula used to determine the level of reading comprehension in Post-test was also frequency tallies and percentage. In determining the significant difference between the Pre-test and Post-test scores, the formula that the researchers used was Wilcoxon Signed Rank Test. The findings resolved that there is a significant difference between reading with complete letters and reading with missing letters. From the asymptotic significance obtained from the pre-test and post-test we should reject Ho and accept Ha. Conclusions Based on the findings and the data gathered the following conclusions were drawn: 1. Based on the scores of the respondents in the pre-test, the respondents got the highest rating of Very Good which ranges from 0-7. The students were not familiar to the words in the passage. The researchers conclude that those words were not in their long term memory so it was hard for the respondents to understand the passage; 2. )Based on the scores of the respondents in the post-test, the respondents got the highest rating of Excellent which ranges from 8-10. Thus, the student’s performance was excellent and they meet the highest rating compared to the pre-test. The respondents could really read fairly well even if only half of the letters are present; 3. )Based on the mean scores of the students, there is a 0. difference between reading with complete letters and reading with missing letters. The researchers conclude that the treatment, which is the missing letters, is effective in reading comprehension. As the results showed, post-test is higher than the pre-test. Thus, there is a sig nificant difference between reading with complete letters and reading with missing letters; 4. )Missing Letters affect the reading comprehension of the students. The researchers conclude that it is effective to use. Based on the scores the respondents achieved, post-test scores were higher than the pre-test scores. Thus, the students understood the passage with missing letters. RecommendationsBased on the results of the study, the researchers highly recommend the following: Students. To the students, they should use this type of reading as a practice for them in reading comprehension and for their vocabulary. Teachers. To the teachers, the researchers recommend to use this type of reading to increase their inferential comprehension. Future Researchers. To anybody who wants to pursue the same study or related to this study this will help to improve the student’s style of reading. The researchers also recommend having further study regarding this study and they should also use larger amount of participants/respondents to show the comparison in our study. APPENDICES Budgetary Estimates (Appendix A) |Cost | |Print |100 | |Computer Rent |250 | |Transportation |100 | |Total |450 Php | Calendar of Activities (Appendix B) February 13 – Chapters 1,2,3February 13,14,15 Instrumentation February 17 to March 8 – Conducting of experimental research Data Gathering March 15 – Data Analysis March 19 – Chapter 4,5 March 21 – Chapter 1,2,3,4,5 March 26,27 – Poster Presentation April 10 – Soft Bound Statistical Analysis of Data (Appendix D) Frequencies pre test level |Statistics | |Level | |N |Valid |15 | | |Missing |0 | | |Mean |2. 0000 | | |Std. Error of Mean |. 19518 | | |Std.Deviation |. 75593 | | |Minimum |1. 00 | | |Maximum |3. 00 | |level | | | |Level | |N |Valid |15 | | |Missing |0 | | |Mean |2. 5333 | | |Std. Error of Mean |. 30654 | | |Std. Deviation |1. 18723 | | |Minimum |1. 0 | | |Maximum |4. 00 | |le vel | | | | | | | |N |Mean Rank |Sum of Ranks | |level – group |Negative Ranks |4a |8. 00 |32. 00 | | |Positive Ranks |19b |12. 84 |244. 0 | | |Ties |7c | | | | |Total |30 | | | |a. level ; group | |b. level ; group | |c. level = group | |Test Statisticsb | | |level – group | | Z |-3. 351a | |Asymp. Sig. (2-tailed) |. 001 | |a. Based on negative ranks. | |b.Wilcoxon Signed Ranks Test | Curriculum Vitae ( Appendix F ) Contact Information Name: Glenda Mae Suansing Address: St. Michael Village, Sungay East, Tagaytay City Contact Number: 09159727469 E-mail Address: [email  protected] com Personal Information Date of Birth: August 23, 1994 Place of Birth: Indang, Cavite Citizenship: Filipino Gender: Female Educational Attainment Primary Tagaytay Elementary School Secondary Tagaytay City Science National High School College Cavite State University Bachelor of Science in Psychology Interests: Playing guitar, Reading books, Watching films Contact Information Name: Shalom E rsando Address: Brgy.Cabezas Trece Martires City Contact Number: 09107232128 E-mail Address: [email  protected] com Personal Information Date of Birth: January 15 1994 Place of Birth: Dasmarinas Cavite Citizenship: Filipino Gender: Female Educational Attainment Primary Palawit Elementary School Secondary Tanza National Trade School College Cavite State University Bachelor of Science in Psychology Interests: Reading books, watching movie, Hanging with friends and playing badminton INSTRUMENT (Pre-test) INSTRUMENT (Post-test) ———————– Reading Comprehension of 2nd year BS IT students of Cavite State University Post-test Scores Missing Letters (treatment) Pre-test Scores