Wednesday, July 31, 2019
Ufc Business Strategy
General Environment The fastest growing sports organization in the world, the Ultimate Fighting Championship (UFC), started in 1993 as a professional mix martial arts (MMA) organization. Once the UFC brand was launched, MMA popularity surged in Brazil, followed by immense interest in Japan where these bouts became major events. The most recent fight in April, UFC sold 55,000 tickets in minutes, became the largest paid audience in North American to witness a mix martial arts event.They delivered top rating in male 18-34 and 18-49 demographics. Globally, UFC programming is broadcast in over 149 countries and territories, reaching a half a billion homes worldwide, in 20 different languages. Response to the UFC brand of MMA has been tremendous, resulting in a growing fan base that has grown exponentially through the years. So, UFC is very popular to the whole world. Porterââ¬â¢s Five Forces: Threat of New Entrants Threat of new entrants is low because everyone in the world is watching UFC.UFC is the only mixed martial arts industry in the world, but it is part of fighting sports industry. Power of Suppliers I would say that power of suppliers is high because the whole world is selling UFCââ¬â¢s stuffs. Suppliers are selling UFC apparels, shorts, DVDs, equipments and gears. Some of the suppliers including Affliction are selling UFCââ¬â¢s apparel. Others (Clear Vision) are selling DVD such as work-out or copies of UFC fights. UFC spends a lot on advertisement because theyââ¬â¢re one of the most recognizable by the whole world.The Ultimate Fighting Championship has partnered with Foxà for a seven-year broadcast deal through theà Fox Sportsà subsidiary, effectively ending the UFC'sà Spike TVà and Versus (nowà NBC Sports Network) partnership. I believe fighters are one of the suppliers because they are paid per fight, with amounts depending on how well-known the fighters are and how well sponsored a fighter and an event is. Fighters will typicall y get paid money to fight with an additional bonus if they win. Power of Buyers Buyersââ¬â¢ power is really high because UFC is very popular to the world.The UFC brand completely restructured MMA into a highly organized and controlled compact sports. Now, UFC produces over twelve live Pay-Per-View events annually that are distributed residentially through North American cable and satellite providers including iNDEMAND Networks, DIRECTv, DISH Network, TVN Entertainment, Shaw Pay-Per-View, BellTv, Viewers Choice, SaskTel Max and via the Internet worldwide on UFC. com and Yahoo! , commercially through Joe Hand Promotions. It is very expensive because you have to order Pay-Per-View or DIRECTv to watch UFC.Substitute I donââ¬â¢t believe there is a substitute because UFC is wrestling, martial art mixed. UFC is a very unique sport, but it is part of fighting sports. So, I believe substitute is very low. There are wrestling, boxing, martial arts mixed, and other fighting sports. Compe titor Analysis: Boxing Boxing is aà martial artà andà combat sportà in which two people engage in a contest of strength, reflexes, and endurance by throwingà punchesà at an opponent withà gloved hands. They can get two most popular, best and recognizable boxers to fight each other.They have so many passionate fans. Theyââ¬â¢ve partnered with HBO and SHOWTIME. They are focused on the best fighters from all over the world and give the best show for the world. Internal Industry: Strength UFC is one of the most popular sports, not in just United States, but in the whole world. They have surpassed the boxing on fansââ¬â¢ popularity. They are really high on suppliersââ¬â¢ and buyersââ¬â¢ power. They have sold out their tickets within minutes, not hours or days. Weakness It is not for younger kids to watch UFC because it is a bad image and bad influence for them.You donââ¬â¢t want to have bullies at schools. UFC are worrying about what the fighters say or do be cause Advocacy groups have criticized the fightersââ¬â¢ comments as sexist and homophobic. The incidents cited by National Center on Domestic and Sexual Violence include an undated video linked on unfitforchildren. org, in which UFC fighter Quinton ââ¬Å"Rampageâ⬠Jacksonà urges a Japanese-speaking fan to say nasty words. Also, people are complained about their advertisement because they showed a half nude woman in one of their commercial with Bud Light Lime. Recommendation
Tuesday, July 30, 2019
Education and Sustainable Development
Environmental education is a process of learning and teaching of environmental concepts and practices which increases peopleââ¬â¢s awareness about the environment. It mainly focuses on creation of knowledge and understanding of the environment and its challenges. It also focuses on creation of skills to mitigate environmental problems which are arising day by day and provides a forum for existing environmental knowledge to be exercised. Its objectives are creation of awareness and helping people to develop a positive attitude towards environmental education.Status of environmental education in Kenya In Kenya today, environmental education has enabled learners to play a big role in environmental conservation measures. An example is the Green Belt Movement which has over 600 community networks across Kenya which along with other networks have participated in planting more than 30 million trees on private and public land, protected reserves, sites with cultural significance and urban centers.This has resulted in the transformation of many landscapes (forests, sleep slopes and other degraded areas) and protection and restoration of habitats for local biodiversity (plants and animals). Many communities work with the Green Belt Movement to conserve and harvest water more effectively through construction of dams made of sand. That harvested water is used for household needs, food crops and tree nurseries. A related program with the Green Belt Movement Kenya improves food security i. e. he capacity of families to feed themselves, by promoting planting of fruit trees and indigenous foods including yams, cassava and arrowroots. In Kenya today, many groundbreaking initiatives including environmental education have been launched so that people could identify the sources of their problems including poor use and management of their environment and poor governance at local and national levels. They then identify solutions to those problems hence helping in maintaining a st able environmental state.Environmental education has been a reliable advocate for environmental and human rights by challenging abusive or ill-conceived actions by the previous Kenyan governments and rallying Kenyans to the cause. Through its advocacy and civic education campaigns, environmental education has been instrumental in bringing environmental issues to the Kenyan policy makersââ¬â¢ attention and has enjoyed significant success most notably the protection from wanton destruction of Uhuru Park and Karura Forest, both in Nairobi. This has been achieved through the Green Belt Movement.Environmental education should examine major issues locally and internationally. Currently in Kenya, a certain aspect of environmental education, The Green Belt Movement, has opened the Langââ¬â¢ata Learning Center in Nairobi which continues to offer environmental education through exchange programs that expose participating groups to community biodiversity issues through discussions with l ocal leaders and excursions to selected areas around the country. Through its Pan African Green Belt Network, the Green Belt Movement has trained representatives from 15 African countries.As a result, several tree planting initiatives have been established in East and Central Africa and in the west. Environmental education in Kenya today has promoted cooperation among very many people. Different people come together in joint initiatives to plant trees or build dams. They also partake in attending and holding seminars and workshops to discuss diverse environmental issues. In this way, people are able to listen to each otherââ¬â¢s ideas and suggestions hence enabling exchange of knowledge and skills. They also get a chance to inspire and help each other as they offer a listening ear.Today, environmental education is increasingly becoming a continuous process with so many environmental conservation measures been born and exercised. There thus arises the need to educate people on car rying out these practices. It is also being made continuous by the increasing environmental degradation in our society. People are cutting down trees carelessly and polluting the environment at a very fast rate. As a result, environmental education is being carried out continuously to combat these ill habits. This is being done through initiatives such as the Green Belt Movement.Environmental education has taken a big consideration in development and government plans in Kenya today. The government has planned to build many industries, medical facilities, petroleum refineries and electronic manufacturers. All these will generate hazardous wastes to the environment. Various movements to conserve the environment have recently sensitized the government on the need to institute both incentives and command and control measures to ensure that industries that generate hazardous waste dispose them off responsibly. Opportunities of environmental educationSince environmental education should e nable learners to actively play a role in environmental conservation, it should have a hand in encouraging research and propagation of drought-resistant crops such as cassava, millet and sorghum in order to assure food security. This is particularly important given that climate change is likely to occasion an increasingly higher incidence of crop failure. Environmental education should also have an emphasis on encouraging propagation of indigenous tree species. Although these enrich tree species and are better able to withstand environmental shocks, they are considerably under-utilized in agroforestry.It should discourage illegal logging of trees to meet timber and charcoal needs. This will be done by encouraging the formation of Community Forest Associations (CFAs) in line with the stipulations of the Forests Act and empower them to engage in sustainable forest management. CFAs should be representative of the communities that live adjacent to the forests and include women and margi nalized communities and have strict rules and procedures that prevent their appropriation by the local dominant groups. Environmental education should consider environmental aspects in major development and government plans.It therefore has the opportunity to sensitize the initiation of a range of energy sector reforms that will impel investment in clean and affordable sources of renewable energy such as solar, wind and biogas and therein eases the enormous pressure exerted on the countryââ¬â¢s diminishing forests and woodlands for wood fuel. Challenges of environmental education Environmental education has suffered from the lack of participation among social groups and individuals. Studies have shown that most people formally educated make little efforts in ensuring that they take responsibility of the environment.This leads to knowledge gained from environmental education being stifled and may not get implemented and spread to other persons. Groups may find it unnecessary due t o lack of incentives to participate in environmental education. The lack of comprehensive strategies is another challenge facing environmental education in Kenya. Kenya has not focused much on inter-linkages between the environment and sustainable development. The environment has been mostly viewed in a great detail from the biophysical view but with less emphasis on the economic and social perspective.This has led to less participatory approaches to environmental education hence hindering its development. There exists a negative attitude among some individuals towards environmental education. Some people are suspicious about environmental education as they fear it may affect their day to day living by e. g. preventing them from logging, use of chemicals on crops e. t. c. This brings a bad image on environmental education especially on less educated individuals. The relevant government authorities are mostly underfunded in their attempts to bring environmental education to the foref ront.The government allocates more funds to other ministries and departments that are seen to bring instant returns to the economy such as agriculture and tourism and thus undermines ministries such as environment. This makes it unable to fund sensitization projects based on environmental education. There is lack of enough manpower to undertake projects concerning environmental education. People mostly in rural areas may end up not getting the relevant information concerning their environment whereas they are the people directly in contact with natural resources such as rivers, forests e. . c. This greatly undermines the spread of environmental education in the country and is a huge challenge. In certain cases, there might be inadequate information on the threats that the environment faces to the people. Theoretical teachings may not be sufficient to convince individuals on why they need to undertake certain measures to prevent environmental degradation and promote sustainable devel opment. Practical case studies may have to be carried out to convince learners adequately on threats on the environment.
Thesis1
READING MATERIALS IN DEVELOPING VOCABULARY SKILLS OF FIRST YEAR EDUCATION STUDENTS AT PAMANTASAN NG CABUAYO CABUYAO, LAGUNA: AN ASSESSMENT S. Y. 2011-2012 A Thesis Presented to the Faculty of Pamantasan ng Cabuyao Cabuyao, Laguna In Partial Fulfillment of The Requirements for the Degree of Bachelor of Secondary Education Major in English by: Magallanes, Neressa B. Manago, Annie Vie A. Minor, Ma. Airene M. Sarinas, Mary Grace C. Villanueva, Elsa L. Villanueva, Lyn G. ACKNOWLEDGMENTS The researchers would like to take this opportunity to extend their heartfelt gratitude to those who contributed in the success of the study.To à our à parents à and à family, à for à loving à and à supporting à us à morally à and à financially. To Dr. Gaudencio L. Lat à for à being à considerate à and à understanding à inà the administrationà of theà study. To Professor Honeylie Buitre and Professor Mary Grace Laugico, for giving insights and helping us in the statistical treatment. To Professorà Edwin à Pamingà forà allowingà usà toà conductà theà testà duringà hisà class. To Professor Michelle Morado, for her competent educational guidance and assistanceà fromà theà veryà startà untilà theà completionà ofà theà study. To Mr.Ronnie Batiao for his assistance, valuable advices, and generous support. Toà Ms. Annie Vie Manago,à forà lettingà us useà herà laptopà forà theà typingà andà editing ofà theà manuscript. To Ms. Elhamà Kashefà Saberià andà Ms. Azadehà Kashefà Saberià forà theirà help, cooperationà andà generousà supportà forà theà completionà ofà thisà study. Toà ourà teachers,à forà sharingà theirà knowledgeà andà intelligenceà withà theà researchers. Toà ourà classmates,à forà sharingà ideas,à conceptsà andà evenà mom entsà insideà and outsideà theà classroom. The Researchers Vocabulary skills, in particular, are important.Why is it important? What are the advantages one can get from gaining a wide range of vocabulary? How do we learn from reading materials? Is reading materials a significant factor in oneââ¬â¢s learning ability? Ità isà aà factà thatà readingà materialsà helpsà inà developingà theà vocabularyà skills ofà theà students. Theyà becomeà wellà informedà byà readingà differentà reading materialsà suchà asà educationalà books,à journals,à newspapers,à dictionaries,à and magazines. Mostà knowledgeà isà transmittedà toà theà printedà pageà orà electronically throughà theà Worldà Wideà Web.However,à basedà on theà resultsà ofà theà study,à exposureà toà readingà materials doesà notà necessarilyà meanà thatà youà areà skilledà inà termsà ofà vocabulary. There are manyà factorsà whichà needsà toà beà consideredà suchà asà theà age,à gender,à preferred readingà material,à readingà stylesà andà socio-economicà status. Theà mainà aimà ofà thisà studyà isà toà determineà howà readingà materialsà help developà vocabularyà skillsà ofà Firstà Yearà Educationà ofà Pamantasanà ngà Cabuyao. How does their learning styles, age, socio-economic status affects the development of their vocabulary skills? Summary of Findings:The following are the findings of the study: 1. Majorityà ofà theà respondentsà withà theà frequencyà ofà 38à atà 38%à belongà toà 17 years ofà age. Femaleà respondentsà registerà atà aà frequencyà ofà 80à comprisingà 80%à ofà the totalà numberà ofà theà respo ndents. Mostà ofà theà respondents à belongà toà theà middle class atà aà frequencyà ofà 55%. 2. The à followingà areà theà resultsà ofà aà seriesà ofà testsà whichà revealsà thatà majorityà read books withà weightedà meanà ofà 3. 81,à whichà impliesà thatà theà studentsà oftenà read booksà ratherà thanà magazines,à dictionaries,à journals,à andà newspapers. . Inà aà seriesà ofà testà conducted,à ità showsà thatà bookà isà theà commonà reading materialà readà byà theà studentsà whichà helpsà inà developingà vocabularyà skills. 4. Theà comparativeà analysisà à resultedà inà theà significantà relationshipà betweenà the exposureà toà theà differentà readingà materialsà andà vocabulary skillsà developmentà of theà respondents. 5. Theà resultsà ofà theà seriesà ofà theà testsà revealedà that à silentà readingà isà theà preferredà readingà styleà ofà theà studentsà whichà helpsà them developà theirà vocabularyà skills,à withà aà weighted meanà ofà 2. 3à andà isà verballyà interpretedà asà theà highestà rankà amongà otherà reading styles. Summary of Conclusions: Basedà onà theà aboveà statedà resultsà ofà theà investigation,à theà followingà conclusion areà drawn: 1. Aà typicalà respondentà ofà theà studyà isà aà femaleà à Firstà Yearà Educationà studentà of Pamantasanà ngà Cabuyaoà belongingà toà theà ageà ofà 17. Furthermore, theà resultsà à à showed thatà moreà orà lessà halfà ofà theà respondentsà belongà toà theà à middleà classà asà toà theirà socio- economicà statusà withà aà frequencyà ofà 55à (55%). . Theà Firstà Year Educationà studentsà ofà Pamantasanà ngà Cabuyaoà chooseà toà read books frequentlyà ratherà thanà magazines,à dictionaries,à journals,à andà à newspaperà à which couldà helpà themà inà developingà theirà vocabularyà skills. 3. Theà commonà readingà materialsà hasà noà bearingà onà developingà vocabularyà skillsà ofà à the Firstà Yearà Educationà studentsà atà Pamantasanà ngà Cabuyao. 4. Differentà readingà materialsà hasà noà bearingà onà developingà vocabularyà skillsà ofà à the First Yearà Educationà atà à Pamantasan ng Cabuyao. 5.Silent,à oral,à andà extensiveà readingà areà theà topà threeà thatà isà mostà preferredà reading stylesà ofà theà Firstà Yearà educationà Studentsà atà Pamantasanà ngà Cabuyaoà à thatà helps developà theirà vocabularyà skills. Recommendations: Basedà onà theà resultà andà conclusionà ofà theà investigation,à the researchersà hereby recommendà theà following: à 1. Theà schoolà mustà provideà interestingà readingà materialsà appropriate toà theà ageà ofà theà studentsà . Therefore,à theà à readingà materials mustà beà ofà generalà interestà toà allà à readersà à bothà femaleà andà male.Readingà materialsà thatà containsà interestingà factsà andà triviaââ¬â¢sà tendà toà attractà readersà from bothà gender. Theà resultsà alsoà showsà thatà mostà ofà theà studentsà à fromà theà Collegeà of Educationà à belongsà toà theà middleà class,à butà à ità doesà notà meanà thatà thoseà studentsà à à from low,à higherà andà highestà classà shouldà beà satisfiedà withà theirà vocabularyà skills. Theyà are recommendedà toà readà more,à especiallyà à Englishà inà orderà forà themà toà improveà their vocabularyà skillsà thatà willà beà necessaryà inà theirà futureà professions.It also recommended that the government should provide reading materials in every schools. 2. Theà schoolà mustà provide moreà interestingà reading materials in the library and the teachers should require to their students to go in the library to read newspapers, journals, magazines, books, and dictionaries. Theyà willà beà motivatedà à toà readà ifà theà readingà materialsà providedà forà them concernsà theà affectiveà domain. 3. Moreà readingà andà vocabularyà e xercisesà areà recommendedà forà furtherà enhancementà of theà studentsà vocabularyà skills.Evenà thoughà theà studentsà preferredà toà readà booksà asà the mostà commonà readingà materialsà whichà helpsà inà developingà vocabularyà skills,à theà à teachers shouldà à promoteà andà motivateà à theà studentsà toà readà otherà readingà materials. Teachers should also motivate the students to read magazines, newspapers, journals and dictionaries. 4. It is recommended that students and teachers must read more different reading materials and make as a daily habit in order to develop their vocabulary skills.Also recommendedà that teachersà shouldà considerà theà differentà readingà materialsà thatà will beà usedà andà itsà significance, theyà shouldà considerà the individualà differencesà à ofà à theà stud entsà inà motivatingà à à themà toà read. 5. Theà readingà styles of theà students shouldà continuously indulgeà à themselvesà inà readingà for themà toà improveà theirà vocabularyà skills. Althoughà some ofà theà à respondentsà gotà averageà scoresà inà theà test, ità isà notà aà reasonà forà themà toà be satisfied.Theyà areà stillà recommendedà toà readà newspaper, magazines, journals, dictionaries, and books à soà theyà can enhanceà theirà vocabulary skillsà andà becomeà effectiveà teachersà inà theà future. TABLEà OFà CONTENTS PAGE TITLE PAGEâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ i APPROVAL SHEETâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢ ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. ii ACKNOWLEDGMENTâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ iii ABSTRACTâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ iv TABLE OF CONTENTSâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. v LIST OF FIGURESâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. vi LISTS OF TABLESâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. vii Chapter I: THE PROBLEM AND ITS BACKGR OUNDIntroductionâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ 1 Background of the Studyà à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Statement of the Problemâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦3 Hypotheses of the Studyâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 4 Objectivesà à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Scope and Delimitationsâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. â⬠¦. 5 Significance of the Studyà à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Theoretical Frameworkâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 6 Definition of Termsâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. 9 Chapter II: REVIEW OF RELATED LITERATURERelated Local Literatureâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. 12 Related Foreign Literatureà à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Related Local Studiesâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. 17 Synthesis of Related Literature and Studiesâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 19 Chapter III: RESEARCH METHODOLOGY Researchà Designâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 21 Respondentsà ofà theà Studyà à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Dataà Gatheringà Tools/Instrumentâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 22 Dataà Gatheringà Procedure Statisticalà Treatmentsà ofà DataChapterà IV:à PRESENTATION,à ANALYSIS,à AND INTERPRETATION Profileà ofà theà Respondentâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ 26 Statisticalà Treatmentâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦27 Readingà Stylesà ofà theà Respondentsâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. 28 Chapter V:à SUMMARY, FINDINGS, CONCLUSIONS, AND RE COMMENDATION SUMMARYâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦32 CONCLUSIONSâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. 33 RECOMMENDATIONâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. 34 APPENDICES Bibliography Surveyà Questionnaire Curriculumà Vitae LIST OF FIGURES FIGURE 1:à CONCEPTUAL PARADIGM LISTà OFà TABLES 1. Table 1. . The percentage distribution of the respondents according to age. Table 1. 2 The percentage distribution of the respondents according to gender. Table 1. 3The percentage distribution of the respondents according to socio- economic status 2 &3. Table 2&3. Kinds of reading materials, common reading materials and fr equency of reading that helps in developing vocabulary skills. 4. Table 4. Test of Hypothesis for Pearson Correlation Coefficient Value 5. Table 5. Reading styles of the students which helps them develop their vocabulary skills.Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Readingà isà theà basicà toolà inà learningà otherà subjectsà taughtà inà school. It à à isà also anà instrumentà inà understandingà theà differentà subjectà areasà likeà arithmetic,à science, social studies,à Englishà andà otherà à subjectsà dependingà onà theà abilityà toà read. Someà students are ableà à toà soundà wordsà althoughà theyà doà notà knowà whatà theà à wordà means. Inà theà real senseà thisà isà notà reading,à whatà theà studentsà doà isà nothingà à butà wordà à calling (Galves,2005).When we read, th ere must be comprehension, otherwise no learning takesà à place. Some of the students nowadays are fond of reading books. Some à understand whatà theà authorà wantsà toà conveyà whileà othersà cannot,à othersà à justà simplyà readà ità without analyzingà theà wordsà à used,à orà simplyà forà funà andà entertainmentà only. On à the à other à hand, some would consider it as a habit. Readingà booksà affectà theà studentââ¬â¢sà orà learnerââ¬â¢sà wayà ofà thinking,à theà wayà they act, theà way theyà communicate and interact with other people.It proves that learning is limitless because some are not contented in one reference only. Reading is a good hobby, yet it needs proper parental guidance to prevent the child or youth in reading booksà orà anyà readingà à materialà whichà isà inappropriateà forà theirà ageà level . Studentsà often getà addictedà inà reading,à especiallyà pocketbooks,à andà tendà toà disregardà theirà assignments andà evenà theirà dutiesà atà home. Readingà isà aà good,à meaningfulà andà relaxingà wayà ofà spendingà yourà past time, insteadà ofà playingà cards ,à windowà shopping,à andà à hangingà outà withà friends.Byà reading, youà will learnà more,à ità willà broadenà yourà mindà andà helpà youà understandà whatà isà the reality ofà life. Sometimes,à ità changesà peopleââ¬â¢sà perceptionà orà viewsà inà lifeà andà somehow developsà and enhancesà goodà personality,à becauseà ofà theà ideasà andà knowledgeà earned fromà whatà hasà beenà read. Accordingà toà Czikoà età alà (2000)à readingà isà sharingà andà get tingà informationà and ideaà fromà theà text. Manyà peopleà thinkà ofà readingà skillsà whichà isà taughtà onceà à andà for allà onà fewà yearsà ofà school.More often credits (orà blame)à forà studentsà readingà ability goesà toà primaryà teachers. Upper elementary and secondary school teachers at grade level onlyà needà toà teachà newà conceptsà relevantà toà theirà studentsà abilityà toà comprehend. See this way, readingà à process; readers decode each word in a text and then automatically comprehendà theà meaningà ofà theà wordsà asà theyà doà theirà everydayà à spokenà à language. Readingà à makesà à ourà à mindà activeà becauseà ità isà significantà toà applyà à à theà acquired knowledgeà à inà ourà dailyà lives.Ourà à imagination expandsà à à and enhancesà à our cognitive ability through what the readers have read. Also,à throughà reading ,à abilityà toà analyzeà and evaluateà theà textà toà criticizeà orà makeà someà conclusionà isà alsoà developed. Inà à reading, youà à recognize the structure of grammar. Aà childà exposedà inà à à readingà earlierà inà his/her childhoodà à stageà à à providesà exerciseà inà his/ herà mind. It à à also develops their cognitive ability and improves their intelligence.Ità isà forà thisà reasonà thatà theà researchersà willà undertakeà thisà studyà andà use theà firstà yearà Educationà studentsà asà theà à respondents;à theà purposeà isà toà findà outà how studentsà wouldà copeà withà theirà educationà byà means ofà determiningà theà reading materialsà à thatà couldà enhanceà theà vocabularyà ofà theà students. Objectives 1. To determine the vocabulary development of the respondents when grouped according to: à 1. 1à à à à Age 1. 2à à à à Gender 1. 3à à à à Socio-economic status 2. To determineà theà kindà ofà readingà materialsà beingà readà andà theà à frequencyà ofà reading. 3.Toà determineà whatà readingà materialsà commonlyà readà byà theà studentsà helpsà inà developingà theirà vocabularyà skills. 4. Toà determineà theà significantà relationship betweenà exposure ofà differentà readingà materialsà andà developingà theà vocabularyà skillsà ofà theà students. 5. Toà ascertainà à theà readingà stylesà ofà theà studentsà inà developingà vocabularyà skills. Statement of the Problem Thisà studyà willà attempt à toà findà outà onà howà readingà materialsà helpà inà developing theà vocabularyà skillsà ofà theà students/learnersà particularlyà in selected Firstà Yearà Education studentsà (BSED and BEEd)à atà PnC.Specifically, the study will be answering the following questions: 1. Whatà isà theà demographicà profileà ofà theà respondentsà inà termsà of: 1. 1à à Age; 1. 2 Gender; and 1. 2à à Socio-economic Status? 2. What kind of reading materials are being read and the frequency of reading? 3. Whatà areà theà commonà readingà materialsà readà byà theà studentsà thatà helpsà in developingà theirà vocabularyà skills: à à à à à à à à à à à à 3. 1 Books; 3. 2. Magazines; 3. 3. Journals; 3. 4. Newspapers; and 3. 5. Dictionary? 4.Isà thereà anyà significantà relationshipà ofà exposureà inà differentà readingà materialsà andà à developing vocabularyà skillsà ofà theà students? 5. Whatà areà theà readingà stylesà ofà theà studentsà whichà helpsà themà toà developà theirà à à à à à à à à à à à vocabularyà skills? Hypothesis of the Study Toà beà ableà toà answerà theà aboveà questions,à theà studyà dividedà theà following hypothesis. Nullà hypothesis-à Thereà isà noà significantà relationshipà betweenà exposureà toà different readingà materialsà andà theà vocabularyà skillsà ofà theà students.Alternativeà hypothesis-à Thereà isà aà significantà relationshipà betweenà exposureà to differentà readingà materialsà andà theà vocabularyà skillsà ofà theà students. Objectives 1. Toà determineà theà à vocabularyà developmentà ofà theà r espondentsà when grouped accordingà à to: 1. 1à à Age; 1. 2à à Gender 1. 3à à Socioeconomicà status 2. To determineà theà kindà ofà readingà materialsà beingà readà andà theà à frequencyà ofà reading. 3. Toà determineà whatà readingà materialsà commonlyà readà byà theà studentsà helpsà inà developingà theirà vocabularyà skills. . Toà determineà theà significantà relationship betweenà exposure à ofà differentà readingà materialsà andà developingà theà vocabularyà skillsà ofà theà students. 5. Toà ascertainà à theà readingà stylesà ofà theà studentsà inà developingà vocabularyà skills. SCOPE AND LIMITATION Thisà studyà limitsà itsà coverageà onà firstà yearà Educationà studentsà atà Pamantasan ng Cabuyao,à Laguna. Itââ¬â¢sà mainà purposeà isà toà determineà theà effectivenessà ofà reading materialsà inà developingà à vocabularyà skillsà ofà theà respondents.In à thisà study,à the researchersà limità theà useà ofà Englishà readingà materialsà onà theà following:à à educational books,à journals, magazines,à newspapers,à andà dictionary. Theà researchersà limitsà theirà reading stylesà inà oral,à silent,à scanning,à skimming,à extensive,à andà intensiveà typesà ofà reading. DELIMITATION Thisà studyà did not cover à otherà courses, yearà levels, otherà reading materialsà otherà thanà educational books,à journals, magazines,à newspapers, and dictionary andà readingà stylesà otherà thanà oral,à silent,, scanning,à skimming,à extensive, intensiveà readingà styles ofà theà respondents.SIGNIFICANCEà OFà THE STUDY Thisà res earchà studyà wantsà toà gainà informationà onà theà reading materialsà in developing à vocabularyà skillsà ofà selectedà First Yearà Educationà studentsà atà Pamantasan ngà Cabuyao,à Laguna,à schoolà yearà 2011-2012. Thisà willà serveà asà theà à springboardà or basisà toà improveà theà vocabularyà skillsà ofà theà students. School Administrators. Theà resultà canà beà usedà asà theà basisà forà providing readingà materialsà takingà intoà considerationà theà needsà ofà collegeà students in developing their vocabulary skills.School Instructors and Professors. Theà findingsà à ofà theà studyà couldà help instructorsà andà professorsà toà identifyà theà readingà materialsà beingà usedà whereà they haveà toà applyà certainà techniquesà andà strategiesà inà relationà ofà developingà vocabulary skills. Students. Theà à resultà à ofà à theà studyà mayà provideà theà concernedà pupils how toà broadenà theà vocabularyà skills. Theoretical framework: Robertà Gagneââ¬â¢sà Informationà Processingà Theoryà orà Information-processing Approachà à (1950).Theà twoà theoreticalà ideasà consideredà fundamentalà toà cognitiveà psychologyà andà information processingà frameworkà wereà ââ¬Å"chunkingâ⬠à andà theà à test-operate- test-exità (TOTE). Chunkà isà anyà meaningfulà unità ofà informationà andà isà goodà orà appropriateà forà theà capacityà of theà short-termà memory,à likeà forà exampleà familiarizingà anyà digit,à word,à chessà positions,à orà studentsââ¬â¢Ã faces. Ità impliesà thatà short-termà memor yà couldà onlyà holdà 5-9à chunksà ofà informationà eitherà sevenà plusà orà minusà two. TOTEà canà possiblyà replaceà theà stimulusà responseà asà fundamentalà unità ofà behavior.Here,à thereà isà aconductionà ofà testingà cycleà whichà isà repeatedà forà severalà timesà toà determineà theà successà ofà itsà operationà untilà theà goalà isà achievedà whichà canà beà aà goodà foundationà forà problem-à solvingà tasks. Originà ofà informationà processingà theoryà beganà inà cybernetics,à gameà theory,à communicationà theoryà andà informationà theoryà whichà gainedà itsà popularityà whenà theseà thingsà reachà theirà fullà development. Thisà theoryà likenedà theà mindà toà aà processingà systemà whereà knowledgeà i sà representedà inà the formà ofà symbols.Ità isà importantà toà studyà information-processingà approachà inà orderà toà understand howà informationà isà encoded,à à processed,à stored,à andà retrieved. Inà à sensoryà registers, informationà fromà externalà environmentà isà representedà inà itsà originalà sensoryà formà where thereà isà aà separateà registerà forà eachà sensoryà modalityà likeà visual,à auditory,à tactile, kinesthetic,à orà olfactoryà thatà canà holdà largeà amountà ofà information,à yetà onlyà forà aà matter ofà milliseconds. Informationà canà beà lostà atà theà endà ofà thatà timeà unlessà ità canà be describedà duringà theà à patternà recognitionà process.Short-term Memoryà Systemà (STM)à functionsà inà twoà importantà ways:à 1)à it organizesà informationà byà integratingà newà informationà withà theà existingà informationà andà 2) ità temporarilyà storesà informationà for à theà learnersââ¬â¢Ã useà (Kameenui,à Carnine,à Dixon, Simmons,à &à Coyne,à 2002). Alsoà knownà asà theà à workingà memory,à theà short-term memoryà systemà hasà aà smallerà capacity,à butà itsà representationsà areà more durable. In STM,à weà utilizeà differentà strategiesà andà techniquesà toà rememberà orà solveà problems.Limitedà piecesà ofà informationà onlyà canà beà stored,à andà forà aà shortà periodà ofà time. On theà otherà hand,à ifà weà doà someà cognitiveà operationsà onà theà data,à weà canà storeà them inà theà à long-termà memoryà (LTM). Dataà thatà isà storedà atà theà LTMà isà expectedà toà be storedà indefinitely,à andà isà labeledà asà verbalà orà visualà informationà forà futureà use; it includesà theà episodicà andà semanticà knowledge. Thereà areà severalà waysà to develop/strengthenà theà short-termà memoryà systemà theseà areà repetition,à chunking, identificationà ofà logicalà patterns à Brownell (2002).Theà Long-termà Memoryà Systemà à (LTM)à isà aà warehouseà ofà knowledge. Ità isà also knownà asà dataà bankà thatà storesà informationà likenedà toà aà floppyà disk,à hardà desktopà USB thatà storesà hugeà amountà ofà information. Whenà weà perceiveà somethingà withà ourà sensory modalities,à weà areà ableà toà formà andà arrange à informationà in toà meaningfulà orderà asà we progressivelyà makeà connectionsà inà ourà brain. Theà groupà ofà neuronsà helpà usà integrate knowledge,à arrangeà it,à andà utilizeà ità inà aà meaningfulà contextà soà weà canà understandà the everydayà occurrences.Forà sensoryà inputà toà beà effective,à allà our sensesà shouldà beà fully operational. Aà studentà whoà cannotà à seeà orà hearà betterà isà notà inà betterà conditionà toà attend toà andà processà theà environmentalà stimuli. Brownellà (2002)à alsoà identifiedà certainà LTM techniquesà theyà areà association,à categorization,à mediation,à imagery,à andà mnemonics. Aquino (2009). According to Lockhart (2000)à thatà inà recall,à youà produceà aà fact,à aà word,à orà other itemà fromà me mory. Fill-à inà -the-à blankà tests à requireà thatà youà recallà itemsà fromà memory.Inà recognition,à youà selectà orà otherwiseà identifyà anà itemà asà beingà oneà thatà youà learned previously. Workingà memoryà holdsà onlyà theà mostà recentlyà activatedà à portionà ofà long-term memory,à andà ità movesà theseà activatedà elementsà intoà andà outà ofà brief,à temporaryà memory storageà ( Dosher). Conceptualà Framework: Input Process Output Definitionà ofà Terms Theà followingà wordsà areà usedà operationallyà inà thisà study: Communication.Thisà refersà inà givingà orà receivingà ofà information,à thisà canà beà doneà by gestures,à writingsà andà byà talking. Comprehension. Thisà refersà toà theà readersà understandingà toà whatà theà authorà hasà written. accordingà toà theà expert,à ità requires theà fusionà inà meaningsà ofà separate wordsà à intoà chainà ofà relatedà ideas. Decodeà ââ¬â Figure out how to pronounce. Educationà ââ¬â This refers to the acquisition of knowledge, skills, abilities and attitude, through instructionà andà training. Effectiveness. Thisà wordà refersà toà an expectedà response. Ità isà synonymousà toà the wordà à success.Extensive reading. Comprehensiveà à readingà ofà longà textsà orà booksà forà the expres purposeà ofà discerningà globalà meaningà imagesà isà theà artà ofà extensive reading. Ità isà readingà imaginatively,à creatively,à andà critically. Intensive reading. This reading strategy which is à characterizedà by deliberate attention and à à à deepà concentration. It à is à readingà forà details. Learning. Thisà refersà toà theà psychologicalà activityà inà developmentà suchà as acquisition à à ofà à symbolà knowledgeà orà motorà skills,à andà asà intellectual and à à creativeà process.Longà termà memory. Warehouseà ofà knowledgeà andà alsoà knownà asà dataà bankà thatà stores informationà à likenedà toà floppyà disk,à hardà disk,à orà USBà thatà stores hugeà à amountà ofà information. Reading. Refersà toà theà recognitionà ofà printedà orà writtenà symbol,à whichà serve as stimulià à forà theà recall. Readingà à Interest. Thisà refersà toà theà pleasureà orà enjoymentà ofà someoneà whenà interprets or understandà aà readingà materials. Sensoryà à Register. Informationà à à from external environment is represe ntedà inà itsà original sensoryà à form.Scanning. The research for a specific information or for an appropriate answer to a particular question is referred to as scanning. Skimming. Asà aà à strategy,à skimmingà refersà toà theà methodà ofà glancingà rapidly throughà à theà reading selection or text for the purpose ofà extractingà the thought , theà gistà orà mainà points. Shortà term memory. Temporarily stores information for the learnerââ¬â¢s use, also known asà à theà workingà memory. Ità hasà aà smallerà capacityà butà its representationsà à areà moreà durable. Chapter 2RELATEDà LITERATUREà ANDà STUDIES Theà literatureà thatà followà areà takenà fromà differentà authorsà thatà enlightenà the researchersà onà angleà andà aspectsà ofà theà currentà study. RELATEDà LITERATURE Localà Literature Rea dingà isà aà dynamicà processà inà whichà à à theà readerà interactsà withà the à textà to constructà à meaning. Inherentà inà constructingà meaningà isà theà reader'sà abilityà toà activate priorà knowledgeà use readingà strategiesà andà adaptà toà theà readingà situation. (Ma. Cecilia Crudo 2005) Foreignà LiteratureTheà importance à ofà vocabularyà toà lifeà successà makesà ità ofà practicalà importanceà for Investigationà (Hoff 2007). Executiveà functioningà refersà toà aà varietyà ofà relatedà cognitiveà skillsà thatà involveà the abilityà toà maintainà task-relevantà informationà inà short-termà memory,à asà wellà asà theà ability toà manipulateà thisà informationà throughà theà engagementà ofà focusedà attentionà (National Instituteà ofà Childà Healthà andà Humanà Developmentà Earlyà Childà Careà Researchà Network [NICHD ECCRN],à 2005;à Wolfeà Bell,à 2007).Amongà theseà skillsà areà workingà memory andà cognitiveà inhibitoryà control,à bothà ofà whichà areà associatedà withà frontalà lobeà function. Childrenà whoà areà ableà toà engageà inà goal-directedà behaviorà byà reducingà theirà attentionà to distractingà stimuli,à eitherà internalà orà external,à demonstrateà suchà skills. Whenà inà a à learning situationà withà otherà childrenà orà adults,à increasingà levelsà ofà shynessà mayà beà associated withà aà decreased à abilityà toà focusà attentionà onà theà taskà atà hand.Explorationà of,à andà engagementà with,à theà environmentà fostersà theà developm entà of vocabularyà (Hart, 2004; Horn & Blankson, 2005;). Family environments provide opportunities for the development of vocabulary. Individualsà who areà rearedà inà homeà environmentsà thatà encourageà explorationà haveà manyà opportunitiesà for theà à developmentà ofà vocabulary.Indeed,à à researchà à hasà repeatedlyà supportedà the propositionà thatà opportunitiesà forà productiveà activityââ¬âtheà extentà toà whichà toysà and learningà materialsà areà availableà inà theà homeà environment,à alongà withà theà extentà toà which parentsà directlyà teachà theirà childà conceptsà andà takeà theirà childà toà placesà andà eventsà that provideà enrichmentââ¬âareà positivelyà relatedà toà vocabularyà (Bradley & Corwyn, 2005; Bradley,Corwyn, Burchinal, McAdoo, & Garcia Coll, 2001 ;).Researchà alsoà indicatesà thatà engagementà inà productiveà activitiesà isà relatedà toà attention focusingà andà memory,à bothà ofà whichà areà elementsà ofà executiveà functioningà (NICHD ECCRN, 2005). Swerlingà (2005)à opinesà thatà readingà ofà text-suchà asà books, magazinesà and newspapers,à playsà aà keyà roleà inà developmentsà ofà readingà fluencyà (speedà andà easeà of reading),à vocabulary,à backgroundà andà evenà spelling.Memoryà isà theà meansà byà whichà weà retainà andà drawà onà our à past experiencesà to useà that informationà aboutà pastà experience( Tulving 2000; andà Craik,2000). Asà process, memoryà refersà toà theà dynamicà mechanismsà associatedà withà storing,à retaining,à and retrievingà informationà aboutà pastà experience (Hernandez Blase, 2003). Specifically,à cognitive psychologistà haveà identifiedà threeà commonà operationsà ofà memory:à encoding,à storage,à and retrieval(Baddeley,2000).Accordingà to Lockhart,(2000)à thatà inà recall,à youà produceà aà fact,à aà word,à orà other itemà fromà memory. Fill-à inà -the-à blankà testsà requireà thatà youà recallà itemsà fromà memory. inà recognition. RELATEDà STUDIES Foreignà Studies Accordingà toà Ehri and Rosenthal (2011),à à anà experimentà withà differentà assignments wasà conductedà toà à examineà theà effectivenessà ofà aà techniqueà toà acquireà unfamiliarà English vocabularyà wordsà duringà textà reading.Lowerà socio-economicà status,à language à minority fifthà gradersà (M = 10à years,à 7à monthsà n = 62)à silentlyà readà eightà passagesà eachà focused onà anà uncommonà multi-syllabicà wordà thatà wasà underlined,à embeddedà inà aà meaningful context,à defined,à depicted,à andà repeatedà threeà times. Studentsà wereà groupedà byà word readingà ability,à matchedà intoà pairs,à andà randomlyà assignedà toà oneà ofà twoà conditions. In theà strategyà condition,à studentsà orallyà pronouncedà theà underlinedà wordsà duringà silent reading.Inà theà controlà condition,à studentsà penciledà aà checkà ifà theyà hadà seenà the underlinedà wordsà beforeà butà didà notà sayà theà wordsà aloud. Resultsà ofà ANNOVAsà showed thatà theà oralà strategyà enhancedà vocabularyà learningà (ps ; . 01),à withà poorerà readers showingà biggerà effectà sizesà than à betterà readersà inà rememberingà pronunciation-meaning associationsà andà spellingsà ofà theà words. Inà aà secondà experiment,à 32à fifthà gradersà from theà sameà schoolà describedà theà strategiesà theyà useà whenà encounteringà uncommonà wordsà in context.Betterà readersà reportedà moreà word-levelà strategiesà whereasà poorerà readers reported à moreà text-basedà strategies. Ourà explanationà isà thatà applicationà ofà theà word-level strategyà ofà decodingà newà wordsà aloudà strengthenedà connectionsà betweenà spellings, pronunciations,à andà meaningsà inà memoryà comparedà toà silentà readingà ofà newà words, particularlyà amongà poorà readersà whoà wereà lessà skilledà andà lessà likelyà toà useà thisà strategy unless à à instruc tedà toà doà so.Accordingà toà Derakhshan and Shahrzad (2011),à aà solidà bodyà ofà researchà findings substantiatesà thatà mostà vocabulary,à inà first,à secondà orà foreignà language,à isà learned incidentallyà whichà isà definedà asà learningà vocabularyà asà aà by-productà ofà anyà activityà not preciselyà gearedà toà vocabularyà learning.Therefore,à theà present à studyà mainlyà focusedà on theà effectà ofà teachingà andà interventionà inà deriving à wordà meaningà onà incidentalà vocabulary learningà inà EFLà context;à secondly,à ità aimedà toà findà outà whetherà theà contextualizedà words thatà appearà withà moreà cluesà learnedà betterà andà consequentlyà keptà longer;à finally,à it soughtà toà exploreà whetherà instructio nà couldà leadà toà increaseà inà incidentalà vocabulary learningà inà theà text. Toà à theseà ends,à 50à freshmenà Iranianà collegeà students à fromà Teacher Trainingà Universityà ofà Azerbaijanà participatedà inà thisà study.These students enrolled for the reading class inà twoà separateà semesters. The resultsà ofà theà TOEFLà andà Vocabulary Levelà Testà (VLT)à revealedà thatà theà participantsà enjoyedà approximatelyà theà sameà levelà of proficiency. Thereà wereà twoà post-testsà whichà wereà taken à atà certainà timeà intervals. The resultsà ofà thisà studyà showedà thatà theà instructionà inà derivingà wordà meaningà hadà positive effectà onà students'à incidentalà vocabularyà learning. Alsoà ità wasà concludedà thatà students shouldà meet à theà wordsà inà contextualizedà formsà moreà frequentlyà inà orderà toà keepà and retainà themà inà theà longà run.Beck,à McKeown and Kucan, (2002), thereà isà tremendousà needà forà more vocabularyà instructionà at allà gradeà levelsà byà allà teachers. Theà numberà ofà wordsà that studentsà needà toà learnà isà exceedinglyà large; onà averageà studentsà shouldà addà 2,000à à to 3,000à newà wordsà aà yearà toà theirà readingà vocabularies. Students who enter schoolà with limitedà vocabularyà knowledge. Atà first-grade, high ââ¬â performingà students,à butà that differentialà getsà magnifiedà eachà year, resultingà in igh-performingà 12thà grade à students knowingà aboutà fourà timesà asà manyà wordsà asà theà low-performingà 12th graders(Hart and Risley, 2001). Accordingà toà Hirch(2003), wordà knowledgeà isà crucialà toà readingà comprehension andà determinesà howà wellà studentsà willà beà able à toà comprehendà the textsà theyà readà in middleà à andà highà school. Comprehensionà à is far more thanà à recognizing words and rememberingà à theirà meanings. However,à ifà aà studentââ¬â¢sà doesà notà knowà theà meaningsà ofà a sufficientà proportionà ofà theà wordsà inà theà text,à comprehensionà isà impossible.Vocabulary expertsà agreeà thatà adequateà readingà comprehensionà dependsà onà a personà already knowingà betweenà 90à andà 95à percentà ofà theà wordsà à inà a text. Knowing atà leastà 90 percentà ofà theà wordsà enableà theà readerà toà getà theà mainà ideaà fro mà theà à readingà and guess whatà manyà ofà theà unfamiliarà wordsà mean,à whichà willà helpà themà learnà newà words. Readersà à doà notà recognizeà atà leastà 90à percentà à à ofà à theà wordsà willà notà onlyà à have difficultyà comprehendingà theà text,à butà theyà willà missà outà onà theà opportunityà toà learnà new words.Piksukià à andà Chardà (2003),à youngà childrenà naturallyà learnà to communicate through listeningà à andà à speaking. In orderà toà makeà theà transitionà toà communicatingà throughà reading andà à writing,à theyà needà aà largeà meaningà vocabularyà and effective decodingà à skills. Thereà is anà à abundanceà ofà à researchà evidenceà toà showà thatà anà effectiveà decodingà à strate gyà allow studentà notà onlyà toà identifyà printedà wordsà accuratelyà butà toà doà soà rapidlyà and automatically. Juelà à atà al. 2003)à showedà thatà whileà teachersà à inà kindergarten spentà à considerable timeà readingà andà à discussingà booksà à toà childrenà withà belowà averageà à vocabularies,à these activitiesà hadà minimalà impactà onà theà progressà ofà theà children. Onlyà whenà teachersà spent focusedà onà timeà onà theà vocabularyà didà significantà growthà occur . Weà applyà theà term ââ¬Å"instructionalà readà aloudâ⬠à à toà readà aloudà eventsà where, à toà stimulateà anà interestà inà books inà reading,à thereà alsoà aà deliberateà teachingà ofà skillsà that willà promoteà independenceà in reading, à suchà asà anà increasedà vocabulary.Localà studies Accordingà toà Garcia (2006)à à ifà childrenà will notà read,à theyà areà lessà likelyà toà develop automatically,à vocabularyà andà conceptsà aboutà theà worldà asà wellà asà intrinsicà motivationà to read. Inà aà bookà byà Villaminà età al,à (2001)à differentà levelsà ofà thinkingà wasà classified withà interactionà betweenà theà readerà andà theà textà mayà occur,à whichà areà literal,à inferential, critical,à andà creative. However,à ità isà inà theà creativeà levelà ofà comprehensionà thatà the reading,à inà itsà fullestà sense,à isà saidà toà trulyà occur.Dr. Thomasà C. Barrettà developedà aà taxonomyà nowà popularà known asà ââ¬Å"Theà Barrettà Taxonomyà ofà Re adingà Comprehensionâ⬠à toà meetà theà needsà ofà teachers andà instructionalà materialsà developersà à à whoà wantedà aà systematic,à structuralà approachà to teachingà readingà skills. (Alcantaraà età al, 2003) Literalà comprehensionà isà theà understandingà ofà surfaceà meaningsà orà ideaà that areà explicitlyà printedà in à readingà materials. Ità isà merelyà determiningà whatà theà writerà or ideaà thatà areà explicitlyà printedà inà readingà material.Ità isà merelyà determiningà whatà the isà conveying. Comprehendingà atà theà inferentialà levelà involvesà determiningà relationships andà drawingà fromà theseà theà writerââ¬â¢sà intendedà meaningsà whichà areà impliedà inà theà reading material. Readingà atà theà criticalà levelà requiresà theà readerà toà judgeà theà worthà ofà ideas presentedà andà theà effectiveness ofà presentation. Readingà atà theà creativeà levelà involvesà the integrationà ofà à brightà ideasà readà withà priorà knowledgeà andà experienceà soà thatà theà new ideasà andà deeperà insightsà areà formed.Thisà levelsà ofà comprehensionà followà anà ascending sequenceà ofà difficultyà à andà complexityà ofà thinking ââ¬â withà literalà comprehensionà asà the lowestà levelà whileà creativeà comprehensionà atà theà highest. Thus,à comprehensionà isà notà just ââ¬Å"understanding,â⬠à à butà feelingà theà emotionalà experienceà embedded,à reasoning,à judging,à and creating. Thisà thinkingà processesà mayà notà necessarily followà aà hierarchal à sequenceà forà the reasonà thatà comprehensionà mayà occurà anyà levelà ofà thinking. Allà readingà requireà a considerableà amountà ofà understandingà theà literalà sense ââ¬Å"ofà whatà isà read. à Andà fullyà gainà fromà theà readingà experienceà and enjoyà ità asà well,à the readerà mustà goà beyondà theà literalà levelà ofà comprehensionà andà reachà theà heightsà ofà the creativeà level. Inà someà classroom,à à teachersà areà tryingà outà severalà techniquesà toà seeà which wouldà facilitateà comprehensionà ââ¬âà languageà experience,à dimensionalà approach,à program instruction,à diagnosticà ââ¬â prescriptiveà method,à semanticà webbing/mapping,à storyà grammar etc. Theà lastà approachà seemsà toà offerà possibilitiesà ofà integratingà someà basic communicationà skillsà thatà enhanceà comprehension.Aà carefulà scrutinyà however,à reveals thatà theà grammarà isà notà anà entirelyà newà technique. (Alcantara et al, 2003) Assessmentà ofà Relatedà Literatureà andà Studies Theà relatedà literatureà summed ââ¬âà upà hasà significantà relationshipà withà theà presentà studyà forà theà reasonà ofà presentingà theà definitionà ofà theà word à readingà andà itsà significanceà inà vocabularyà development,à theà importanceà ofà interestsà inà readingà andà ità alsoà enumeratedà differentà readingà materialsà whichà isà subjectà ofà thisà presentà day.Theà studyà conductedà byà foreignà andà localà researchersà hasà bearingà becauseà of theà otherà similarities à ofà otherà variablesà withà theà presentà study. Theà à researchersà ofà the à presentà studyà clearedà thatà thereà isà noà duplication,à theà similaritiesà areà necessaryà to à findà outà ifà theà findingsà areà trueà andà validà inà otherà places. Synthesis In reading, one mustà possessà aà wideà rangeà ofà vocabulary. A readerââ¬â¢s vocabulary is valuable in reading comprehension. Aà readerà withà aà goodà amountà ofà wordsà inà his vocabularyà isà ableà toà graspà theà meaningà ofà theà words.Oneà disadvantageà ofà aà poor vocabularyà isà theà readerà willà consumeà moreà timeà inà searchingà forà theà meaningà ofà a certainà word. Chapter 3 RESEARCHà METHODOLOGY Theà objectiveà ofà theà researchà wouldà notà beà realizedà withoutà aà planà orà strategy. Thisà chapterà presentsà theà method,à instrumentà use,à sourceà ofà data,à validation, administration,à andà collectionà of questionnaires,à presentationsà ofà theà respondentsà ofà the study,à andà theà statisticalà treatmentà ofà theà data. Researchà DesignTheà researchersà usedà theà descriptiveà methodà ofà researchà toà elicità answerà toà the statementà ofà theà problemà inà theà study. Descriptiveà researchà isà definedà byà Arevalo (2005),à asà aà factà findingà research withà sufficientà interpretation. Theà researchersà usedà thisà researchà designà becauseà theà main purposeà ofà descriptiveà à methodà isà toà measureà theà variableà orà factorsà inà aà certainà study. Thus,à thisà surv eyà canà measureà theà à vocabularyà skillsà ofà Educationà studentsà at Pamantasanà ngà Cabuyao. Respondentsà à ofà theà StudyTheà à subjectà ofà à thisà studyà consistedà of selected Firstà Yearà Educationà studentsà at Pamantasanà à ngà Cabuyao. Theirà total à à populationà à isà equalà toà 130. Theà proponentsà isà able toà selectà 98à ofà itsà members 75%à à ofà theirà totalà number. Inà simpleà randomà samplingà techniqueà wasà utilizedà inà choosingà theà sample members. Inà determiningà sampleà size,à theà Slovinââ¬â¢sà formulaà wasà used. Theà computationà of theà sampleà sizeà wasà givenà below. N=à à à =à =à = 98 Whereà n =à sampleà size;à N = populationà size;à andà e = marginà ofà errorà (eitherà 0. 01à orà 0. 05) Developmentà à ofà Researchà InstrumentsInà à à preparationà à ofà à theà à questionnaireà theà majorà researchà à instrumentà à usedà à à byà the researchersà isà theà consultationà ofà severalà knowledgeableà persons andà gatheringà of informationà throughà educationalà books. Theà researchersà alsoà makeà ità aà pointà thatà the itemsà areà sufficientà enoughà à toà answerà all theà specificà questionsà underà the statementà of à the problem. Afterà theà finalà draftà ofà theà questionnaire,à theà researchersà submittedà ità toà the thesisà adviserà forà necessaryà corrections,à afterà whichà ità wasà finalized. Dataà Gatheringà ProcedureTheà researchersà conductedà thisà studyà andà gatheredà dataà byà distributing que stionnairesà toà beà answeredà byà selectedà respondents. Beforeà workingà onà thisà research, theà researchersà askedà theà permissionà ofà theà Deanà ofà Collegeà ofà Educationà atà Pamantasan ngà Cabuyaoà toà conductà theà studyà throughà theà distributionà ofà questionnaireà toà the respondents. Afterà theà researchersà hasà securedà theà letterà ofà permissionà fromà theà Dean,à the researchersà personallyà administeredà theà distributionà ofà questionnaireà toà theà respondentsà in theirà respectiveà classroom.Afterà theà respondents à hadà answeredà theà questionnaire,à theà researchersà checkedà the answerà sheets. The raw scores were collected and tallied in tables. The results were analyzed and interpreted in the light of the goals of theà study. Validationà ofà Researchà Instrument Forà validationà purposes,à theà researchersà readà severalà thesesà andà consultedà English teachersà forà theà questionnaire. Ità wasà validatedà throughà theà studentsà ofà theà sameà level fromà otherà schoolà beforeà ità wasà administeredà toà the à respondents. Statistical Treatment of DataAfterà à theà dataà gathering,à theà dataà wereà tallied,à analyzed,à andà interpretedà using statisticalà tools. Toà determineà ifà à thereà isà aà relationshipà betweenà à exposureà à toà à readingà à materialsà andà à vocabularyà à skillsà ofà à à à à à à à à Selectedà First Yearà Educationà studentsà atà Pamantasanà ngà Cabuyao ,the correlationà à wasà à establishedà à usingà à Pearsonà à Coefficientà à of Correlation. (http://davidmlane. com/hyperstat/A51911. html) The formula is Where: N ââ¬âà number of respondents X ââ¬âà first variable Yà ââ¬âà second variable rà -relationship Theà followingà areà theà statisticalà treatmentà appliedà inà the study.Theà frequencyà and percentà distributionsà wereà usedà inà presentingà theà readingà materialsà inà developingà the vocabularyà skillsà ofà firstà yearà educationà studentsà ofà Pamantasanà ngà Cabuyao. The percentageà formulaà is: %=à à x 100% Totalà frequency 1. Percentage 2. Weightedà mean 3. Pearsonà Value Interpretationà forà Computedà Mean |Weightedà Mean |Interpretation |Symbol | |0. 505-1. 500 |Never |N | |1. 505-2. 00 |Seldom |Se | |2. 505-3. 500 |Sometimes |So | |3. 505-4. 500 |Often |O | |4. 505-5. 500 |Always |A | 4. Testà ofà Hypothesis Tcà l = r Decisionà rule: Atà 5%à levelà ofà significance, Ifà tc
Monday, July 29, 2019
Communication in the Organization Formal Proposal Research Paper
Communication in the Organization Formal Proposal - Research Paper Example The present report is structured to propose a communication structure for an organization. The objective of this report is to plan a successful communication strategy using the theories and concepts of organizational structure and communication. For this, five communication concepts are taken for study and analysis. These concepts have been chosen after proper research in the field of effective organizational communication. The importance of these concepts with respect to organizational communication will be explained. The report will also propose pre-defined and tested strategies in order to increase the effectiveness of the following five concepts. LISTENING SKILLS Listening is one of the basic functions of human beings. Individuals do not receive any formal training for listening but experience from surroundings. In terms of organizational communication, active listening can be described as a communication technique in which the listener has to provide feedback of the information they have heard, in their own words. This can be done either by paraphrasing or re-stating the words of the speaker. The objective behind this is to confirm that both parties have been equally involved in the communication and the message sent is organized. Active listening is an important concept in organizational communication. The various ways through which active listening skills can be helpful are as follows; 1. Information Gain- active listening helps in gaining information essential for the success of a business. For example, active listening in an interview will help in identifying important insights about the application, such as attitude, confidence, performance not mentioned in resume etc. Active listening with team members help in gaining insights about the weaknesses and strengths of the co-worker, which can be further utilized for better cooperation and team building. 2. Trust Development- active listening is important for building trust and confidence among employees. Active listening between team member and leaders will help the leader in understanding the real issues faced by the team member as well as increase confidence and trust in the co-worker. 3. Reputation- listening skills can have huge impact on the success of a business. If the employers fail to listen to their customers and their issues. The organization can suffer from loss of brand image and loyal customers. 4. Employee Motivation- a leader or a manager in an organization can improve productivity and morale by understanding the motivating factors in employees. This is possible only when leaders have sufficient active interaction with the co-workers as well as team members (Bull and Brown, 2012). Thus, it is known that active listening is one of the key strength for effective organizational communication. Active listening skills can be achieved through the following steps; Positive attitude towards active listening technique Making good eye contact Remain open to new information an d ideas Taking noted of important points Rephrasing and summarizing the speakerââ¬â¢s ideas. Avoiding all kinds of distractions. ORGANIZATIONAL CULTURE Organizational culture is a broad field of study which focuses on the behaviors and values of an organization as well as people working there, in order to establish a
Sunday, July 28, 2019
Nintendo Research Paper Example | Topics and Well Written Essays - 1500 words
Nintendo - Research Paper Example The Staying power projects that the firm has what it takes to remain in the market in posterity, since they produce quality products, are environmentally conscious and have worked to create a good reputation among their clientele base (Nintendo). The porter 5 analyses shows that Nintendo does not face a serious threat in regard to supplier power or new entrants as they control most supplies and the market is not currently very permeable due to the dominance of the firms already in it. Customer bargaining power is also limited due to the low cost of Nintendoââ¬â¢s products in comparison to rival firms; this is however not a long term situation and could easily change based on rivals strategic management. Threats from competing firms as well as substitute goods is substantially high since the other firm in the market provide alternatives, sometimes better ones that could reduce Nintendoââ¬â¢s customer base. Introduction Nintendo is one of the worldââ¬â¢s oldest commercial firm s in the world and without doubt the oldest gaming company in existence today. It was started in 1889, 124 years ago as a Japanese playing card company and today, it has a $15 billion franchise with thousands of retail outlets world over. Despite its retrospective dominance, today it is faced with stiff competition from new companies such as Microsoft and Sony, which have taken over its lead. Nintendo introduced and popularized several products like coin operated video game machines and the NES (Nintendo Entertainment System), SNES (Super Nintendo Entertainment System), the world famous Gameboy and the Nintendo 64. With time, it has become a household brand with loyal customers and it is estimated that over 40 percent of Americas households have at least one branded product form the firm. Today, the firm is not only profitable but it is also among the market leaders concerning innovation and productivity as well as ethical business practices. However to realize the degree of success it has achieved required astute strategic management to ensure the firm not only remained productive but also relevant and dynamic enough to align itself to the changing times and when need arose be the force for change. The following analysis are thus carried out to present a clear picture of the strategic management decisions that have propelled the firm to its current position as well as explicate its current industrial placement. Analysis A SWOT analysis is a critical examination of the Strengths, Weakness, and Threats and opportunities facing a business, this is one of the most popular and reliable business analysis framework since it is all-inclusive and accommodating. One of the firmââ¬â¢s most significant strengths is to be found in its extensive global latitude that has allowed it to realize a geopolitical presence of near universal proportions with openings in majority of the world countries. Although most of the manufacture and design is primarily carried out in Japan , it has strong distribution networks that are have taken full advantage of the advent of globalization to make itself relevant and available. The global scope of the business means it is not overly reliant on particular markets considerably reducing the overall risk by creating a variety of contingencies. Its brand and logo have been adopted worldwide and acquired a good reputation as an electronic as a
Saturday, July 27, 2019
Media & the Dispora Essay Example | Topics and Well Written Essays - 500 words
Media & the Dispora - Essay Example Georgiou in the article, ââ¬Å"Identity, space and the mediaâ⬠argues that people through information can decide if to connect or to disconnect with certain individuals or communities in neighbourhoods or in faraway places (Georgiou 31). For example through media, a person living in California can learn of an opportunity in France, which is part of what they have always wished to do in their lifetime. The same media will help the person analyse other aspects that will make them comfortable in pursuing the opportunity. Such may be political environment of the place, Inflation, people friendliness, cost of living and the education system. Secondly, media avails information about politics and cultures of origin, place of settlement, diaspora individuals and groups. Beck argues that this can create critical proximity where they become aware that they are not just a product of their origin. In addition, they do not just belong to a single group, or located in a certain territory and this enables diaspora identity to be lived as multi positioned by symbolic and geographical spaces. Becky also argues that the high mobility as a result causes intermarriages in different countries and cultures, which becomes a gateway to globalisation in once life (Georgiou 31). Diaspora on the other hand has affected media through innovation. Daily interactions with people of different backgrounds, races and cultures have caused innovations in the media industry to cater for various needs of different societies. Reality unveiled through diaspora have helped understand it is not important what is inside a certain group, neither is continuity important but reinvention of limits where human beings find themselves in. therefore, a clear and deep understanding of spaces and diaspora are important in ensuring that people utilise these two constructs for economic, social, and other benefits. We conclude therefore that media and diaspora are inseparable and very
Friday, July 26, 2019
Rework--writer can decide for me Essay Example | Topics and Well Written Essays - 3000 words
Rework--writer can decide for me - Essay Example Later, a critical analysis of the literature related to behavioral and cognitive changes along with the impact of music on cognitive abilities and the use of music as therapy will be carried out. The paper will end with a personal view regarding the importance of music education and therapy in the field of education. Due to the important role of music in my life, I chose to study music therapy at Roehampton University following my arrival in the UK. Music not only makes me a happy person but it gives me more confidence and helps me interact with people in an improved manner. My interest in this effect of music on the mood and personality of individuals has motivated me to research this area further. Even though, I have studied this paradigm at the Master Levels, it is still unclear as to why music has such an impact; therefore, I would like to study this area in more detail. Studying this area further will not only help me on a personal level, it will also facilitate my professional development in the workplace context. I also intend to use music in the educational environment which will help me understand the effect music has on learners. In order to understand the impact of music on the cognitive and behavioral changes among individuals, I will review and critically analyze the existing literature in three areas; music education, music therapy and educational psychology. The analysis will help me find links between the three topics and narrow down the research questions to specific topics I am interested in and intend to work on in the future. The literature will be collected from books, journal, newspaper articles, websites, etc. Research plays an important role in education and teaching. As other professionals in the health and social care sector, there is a need to understand the importance of evidence-based practice in the field of education and teaching. Rather than working in a particular way because that is the standard, traditional or
Thursday, July 25, 2019
American Consumers and the growing energy crisisThe Effects on Essay
American Consumers and the growing energy crisisThe Effects on Transportation Industry - Essay Example Tremendous increase in the price of petrol and diesel and other fuel also has had an adverse impact on the transportation industry. This paper discusses the effects of the growing energy crisis on the transportation industry. There are many causes for the increase in the consumption of energy and, as stated earlier, the main reason can be attributed the population explosion. Mass immigration is the driving force behind this unprecedented and environmentally damaging surge in our population ("Alert Archive", 2001, March). Supply of fuel is too less to meet the demands. This increase in demand is in turn due to the increase in the population. The United States of America is the dream land for many people outside America. People become ecstatic if they get an opportunity to live in the USA and settle down there with family and friends. The funny part is that these immigrants do not realize that they would suffer because of themselves! So, this increase in population and in turn the increase in demand and the shortage of supply have led to what we call the energy crisis. This is the obvious reason. The Energy Crisis has two huge effects: Energy will become much more expensive and no longer abundantly available. This is severe: we use energy for almost everything, so this has an effect on all facets of live. First it will give a reach/distance contraction within the economy (less transport and less mobility, due to high energy prices). Second it will (due to the fact that energy is used for everything), make everything more expensive ("The Credit Crisis joins the Energy Crisis: Creating the Perfect Storm", 2008, para.4) This crisis has an impact on various areas like the stock markets, gold and so on. But it is relatively more on the transportation industry. In America, it looks like people would find themselves in a financial constraint to get to their homes from workplaces and vice versa! The issue of transport is now tugging at the sleeves of every person in America mainly due to the increase in cost of fuel. Especially, in a place like America where most of the people rely on public transportation, a bigger impact is felt. Here, the transportation industry includes not just the buses, cars and other vehicles but all other related factors right from the manufacturing of the vehicles, the infrastructure construction and maintenance and other facilities. Every process is affected because of this crisis. The transportation industry will suffer, because the consumption of energy is not restricted to refilling the fuel tank alone. There are many other areas where energy is consumed in various forms for different purposes. Some of them are stated below. Vehicle manufacture, maintenance and disposal. The energy spent for manufacturing and recycling vehicles is a direct function of vehicle complexity, material used, fleet size and vehicle life cycle. (Rodrigue & Comtois, 2006) Vehicle operation. Mainly involves energy used to provide momentum to vehicles, namely as fuels, as well as for intermodal operations. The fuel markets for transportation activities are significant. (Rodrigue & Comtois, 2006) Infrastructure construction and maintenance. The building of roads, railways, bridges, tunnels, terminals, ports and airports and the provision of lighting and signaling equipment
Wednesday, July 24, 2019
Development of the motorways and its impact on the society Essay
Development of the motorways and its impact on the society - Essay Example otorways were constructed to fit into a maze of road networks that link major parts of Britain by road and aid high speed transportation throughout the country. Roads are important components of the development of any nation. The Romans and Chinese Empires relied on roads, which became the bases for motorways almost two millenia after they were started (Needham & Gwei-Djen, 1962). Roads were really vital for each empire in history. In comparative studies, Needham & Gwei-Djen identified that the Aztec empire of Mexico collapsed rapidly because they did not have a network of roads. However, the longevity of the Chinese Empire and the development of European nations is strongly linked to the development of a sophisticated network of roads. 3. It enabled the trading activities of the empire to go on smoothly because it ensured that goods were moved from different points of the Roman empire with ease. This enabled the exchange of goods and ensured the fair development of different parts of the Roman empire over a sustained period of time. Although the Roman roads are quite archaic, it formed the basis for the development of motorways as we have them today. The roads in the Roman Empire started as primitive unpaved roads however, with the increase of traffic on certain roads, there was the need for the infrastructure to be improved to enable the easy movement of persons and goods (Van Tilburg, 2002). This gave way for the development of the paved road-system which is replicated in the construction of motorways (Van Tilburg, 2002). The paved road-system effectively increased the width of roads, supported the integration of engineering constructions like bridges, dams and tunnels into roads and laid the foundation for the development of infrastructure in the Middle Ages (Van Tilburg, 2002). These roads were used by individuals and animal-drawn carts. When cars became popular in the 1900s, there was the need to modify the old road systems to ensure that they could be
Read Nancy Herthers Digital Natives and Immigrants Essay
Read Nancy Herthers Digital Natives and Immigrants - Essay Example A sad parent tried to sue MySpace website because their daughter got sexually assaulted (Fleming, 2008). The US District Court Judge dismissed the claim by stating that it was her parentââ¬â¢s duty to protect their child not of MySpace. Fleming describes the whole process of how the online community works. She portrays it in such a light that there is repulsion felt by the reader even in processes like making friends, setting up an online profile or sharing or liking each otherââ¬â¢s posts to spread the message. Flemingââ¬â¢s style is a little exploitative when she stresses too much on one side of the picture because online networks like YouTube, MySpace and Facebook are not only used to advertise the most personal thoughts across the world. Different online groups have grown on such platforms where people have find their old friends. They start many good things like projects, work groups and businesses together. However, Fleming needs to portray it in such an emotionally re pulsive light because the crimes committed under exploitation of social media are so heinous that one needs to exploit the truth to make the point. Sometime persuasion requires little bit of exploitation to get the point
Tuesday, July 23, 2019
Case Study Essay Example | Topics and Well Written Essays - 750 words - 28
Case Study - Essay Example Lufthansa is one of the five founding members of the largest Airline alliance known as ââ¬Å"Star Allianceâ⬠, which was established in the year 19971. Contextually, discussions will also be made regarding the influence of Lufthansaââ¬â¢s performance due to the cooperation with Star Alliance. Lufthansa has adopted various strategies in order to expand the market internationally among which the creation of strategic alliance with the Star Alliance is considered the most effective one. It is the largest airlines alliance having 28 members. The Star alliance was founded in the year 1997 by five different airlines company including the Scandinavian Airlines, Thai airways, Air Canada, United Airlines and Lufthansa. As a result of the alliance, Lufthansa has been able to reduce the resources as well as the cost through the sharing of other airlines partner. This resource sharing strategy has led the company to maximize the profits and operate more efficiently. Moreover, the alliance has also provided opportunity for the company to expand its international territory and gain access to the new markets. Generally, expanding a market requires a vast investment of capital, but because of the strategic alliance, Lufthansa do not have to incur large investments to enter any new marke ts or face any risk. However, the company is also trying to expand the international market by acquiring renowned small carriers of different countries and establishing alliances with reputed airline companies of the world. Moreover, entering the American market was possible by Lufthansa due to the collaboration of Continental Airlines with the Star alliance. Moreover, in order to expand the international market, the company also established alliances with the airline industries of China and India2. The cooperative strategies being adopted by Lufthansa helps the company to make
Monday, July 22, 2019
Pablo Casals Essay Example for Free
Pablo Casals Essay Pablo Casals, one of the most recognizable cellists in history, was born December 29, 1876. His career was unsurpassed by any other cellist during the first half of the twentieth century. He is known for the multiple recordings throughout his career which included solo, chamber, and orchestral music, as well as recordings while conducting. For most cellists his most notable accomplishment was his recordings of the incomparable Bach Cello Suites which were recorded from 1936 to 1939. His early years in his native Catalonia, Spain were spent being educated in music by his father who was a parish organist and choirmaster. As would be clearly seen in his later years, his understanding of music was amazing. Today his master classes on the cello are available for cellists to observe on YouTube. His ability to demonstrate proper tempo and rhythm as well as the use of dynamics is still a benefit even in the age of famous cellist, YoYo Ma His fatherââ¬â¢s techniques included he and his brother listening to, and name notes on the piano by ear. Although his fatherââ¬â¢s methods may have seemed extreme, they served only to further young Pabloââ¬â¢s musical ability. By the age of four he was playing the flute, piano and violin and by age six was proficient enough to perform a public solo on the violin. It is amazing to know that his first exposure to any cello like instrument was that of a street performer that had been fashioned from a broom handle! His first personal experience with the cello was much like my own. At fourteen I asked for a cello and was allowed by my father to borrow a very broken down cello. Casals was given an instrument made from a gourd by his father as his first cello. When he was eleven he heard some travelling performers and saw a real cello for the first time. After that, the cello was his instrument of choice. Although I play other instruments, as Casals did, it was hard to deny that I wanted to be known as ââ¬Å"a cellistâ⬠! The Cello Suites composed by J. S. Bach were discovered by Casals in 1890 in a second hand music store. He was thirteen at the time and spent the next thirteen years practicing and perfecting them and then finally performing them in public. He graduated with honors from Escola Municipal de Musica in Barcelona, having made impressive progress, at age nineteen. His professional career began when he moved to Paris in 1895 and played second cello in a theater orchestra. In 1895 he returned home to Catalonia and was appointed to the faculty of his own Escola Municipal de Musica. He was also made principal cellist in the orchestra of Barcelonas opera house, the Liceu and in 1897 he performed as soloist with the Madrid Symphony Orchestra, and was awarded the Order of Carlos III from the Queen of Spain. His later career found him conducting master classes, as mentioned earlier, throughout the world. Some of the master classes were actually televised in the 1960ââ¬â¢s and are still available for budding cellists. It was at this point in his career that he created unique versions of the six Brandenburg Concerti. To add this to his already amazing recordings of the Bach Suites truly showed the depth of his musical abilities! In addition to performing remarkable renditions of famous pieces he was a wonderful composer in his own right. One of his most notable works was La Sardena, composed for a cello ensemble. The completion of his composing career was a piece titled ââ¬Å"Hymne of the United Nationsâ⬠which he performed in 1971, at a special event, for the United Nations shortly before his 95th birthday. Looking back with appreciation to a man who died many years before I was born, I am humbled by his talent and personality. He had the opportunity to perform before queens, presidents and dignitaries. His performances took him around the globe and his influence is felt to this day. His unique recordings and master classes continue to inspire and delight cellists and cello music lovers alike. In 1963 the world lost PabIo Casals at the age of 96 while residing in Puero Rico where he was buried. I am happy to say that I have been fortunate enough to observe a number of his master classes and hear recordings done almost a century ago that have stood the test of time.
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