Psycho Analytic Theorist And The Concepts Essay

Psycho Analytic Theorist And The Concepts Essay This paper discusses about psycho analytic theorist and the concepts of theorist according to the psychology. It also details the influential of Freuds work in the case of psychoanalytic theory and the concept of Freud. This paper explains the importance of Sigmund Freuds work and the suggestions about psychology. It also details how the analysts that followed Freud dissent from did his viewpoint. This paper links the theorist in the psychoanalytic group. It also concludes with this concept by providing the psychoanalytic concepts and how the concepts are relevant to todays culture. Psychoanalytic theory The psychoanalytic theory is the theory that is the dynamic of personality development and the personality development guides psychoanalytic theory. The method of psychoanalytic theory was associated by Sigmund Freud and the analysis of psychology is used to explore unconsciousness impulses, internal conflicts and anxieties etc. The psychoanalytic theory also focuses the concepts of infantile sexuality, transference and the resistance. The psychoanalytic theory is used to learn and behaviours of human being. 1. Sigmund Freud is a great psychoanalytic theorist and his psychoanalytic concepts are used in many ways among the world. The Sigmund Freuds concepts are influential to the people in the case of improving their personality and mental activities. His work was more influential to the people in the case of providing the solution for unconscious, childhood memories, dream analysis, and for the personality development. He had offered the complete explanation about the human condition. Sigmund Freud had given the perfect value to the psychoanalyst in the case of improving the human being activities, personality development and so on (Sigmund Freud, 2007). Human being utilizes the concept of Sigmund Fused in order improve themselves. His work was understandable and detailed for the people and he has written a broad range of subjects such as culture, dreams and religion that shows the Freuds perspectives in order to improve the human being activities. His theories were enormously influential in order to fabricate the culture of human being. His concept is very effective in the case of enhancing the psychology of human being. 2. Freud had believed the behaviour is the one that is driven from the fears and the desires and the behaviour is locked in the unconscious. The psychoanalysts had followed the point of Freud in order to improve the psychology. The psychoanalytic followers are believed that the concept of Sigmund Freud will be used for shaping the psychology environment and life of human being. Freud had made the consciousness thoughts that are very powerful for human beings life. The psychoanalysis is also the part of popular human culture and that was implemented by Sigmund Fraud thats why psychoanalyst noted him as the father of psychoanalytic theory. According to Freuds viewpoint, the psychoanalytic factors are provided effectively hence other analysts are giving the value to his point. Several psychoanalysts are attracted by the effective points of Sigmund Frauds. They are positively affected by the concepts of Sigmund Fraud. The impact of Sigmund Freud is the valuable one in the case of psychological theories. The psychoanalysts are followed the concepts of infantile sexuality, transference, and the superego that are made by the points of Sigmund Freud. Sigmund Freud is a great founder of psychoanalytic theory for the enhancement of people. His points are also very effective in the case of giving the personality development, motivation and perception to human being. Psychoanalysts are treating Freud as an inspiration for them and they are also following the methods and guideline of Sigmund Fraud to the people. The psychoanalyst concepts are very useful today for enhancing the activities of people in this world. Sigmund Freud was the doctor and he was delivered many psychoanalytic theory books in order to improve the psychological factors. These books are followed by psychoanalysts. 3. The theorists are contributing more in the case of psychoanalytic group by providing effective philosophy methods to them. The contribution and the value of theorist are very significant in the case of improving the psychological factors. The psychoanalytical theory is the most influential factor in the case of twentieth century and because the people in the twentieth century needs to have the better psychology theory for their enhancement. The theorists are also the responsible for the implementation of psychoanalytic theory. Hence the theorists are linked with the psychoanalytical theory. The theorists are linked with the psychoanalytic groups by emphasizing the role of unconscious impulses and overcoming conflicts. The theorist are decides the psychological stage, age, virtue that are related with the psychopathology for the psychoanalytic theory. The psychoanalytical group is concentrated in the case of child psychology, treating couples and conducting the family therapy conditions. In this case, the guidelines of psychological theory and the theorists are very helpful to psychoanalytical theory. The theorists and psychoanalytical groups link with the psychoanalytical group in the case of providing the better solution for the human beings problems. The theorists are providing the theories for psychological factors in order to improve mental health professionals and practises. The theorists are also delivering the concepts in the case of handling the feelings, thoughts and actions that are linked with the psycho analytical theories. The attachment theory, transference, and rà ©sistance are the theories that are contributed by the theorist for the psychoanalytical theory groups. The psychoanalytic theory group is depending upon the theorists and the contribution of theorist and hence theorist must link in the case of psychoanalytic theory groups. 4. The three types of psychoanalytical concepts are relevant to todays culture and the modern culture is affected by those psychoanalytical concepts. These psychoanalytic concepts were provided by Sigmund Freud and his concepts very effective to modern world. The three concepts are unconsciousness, resistance and transference and so on. The unconsciousness is the psychoanalytical concept that provides the development of adult emotional problems in the world. This unconscious treatment method is involving in the case of free association of ideas, interpretation by patient, discover the ling buried events. The unconsciousness concept is making the present relationship to patient in the current culture. The resistance is the concept of psychoanalytic theory that was initiated by Sigmund Fraud. It also plays the vital role in the culture of human beings. This resistance is referred to the patients in the case of blocking memories from the unconscious memory. This is related with the modern culture in the case of developing the thoughts and feelings of patients. In this case, the patient can automatically resist the self exploration that makes the comfortable environment to patients. Then the patients can experience the life as happier because the painful emotions can be resisted by this concept thats why this concept also relevant to todays culture (Ruth Stein, 1999). The third concept is the effective one that concept also plays the vital role in the case of current culture. It is the phenomenon that is characterized by unconsciousness redirection of feeling among the human being. The transference is utilizes for better understanding of the patients feelings and thoughts in this world. The transference makes the better positive relationship to the patients hence it is also related with the current culture. Conclusion The psychoanalytic theory and the concepts of psychoanalytic theory were discussed. The concepts of Sigmund Freud to the psychoanalytical theory were described. The relationship of theorists with the psychoanalytical theory was detailed. The contribution of psychoanalyst to the psychoanalytic theory by Sigmund Freud was explained. The three psychoanalytical concepts that are related with the current culture were provided and the supporting points for them were concluded.

Dangerous Goods Can Create Accidents Engineering Essay

Dangerous Goods Can Create Accidents Engineering Essay Dangerous goods are essentially for wide range of global industry, commercial, medical and research requirement and processes. This is because of the advantages of air transport, a great deal of this kind of dangerous cargo is carried by air transport called airplane. Besides that, in term of definition dangerous goods (DG) is something about hazard material or can be easily said any risk object which can causes mischief such as explosive, corrosive, flammable, toxic and even radioactive. Nevertheless, ICAO has been recognized the importance of this type of cargo and has been taken steps to ensure that such of cargo can be carried safely. Furthermore, dangerous goods posses lots of significant risks and impacts. For example like it can start a fire and help in spreading a fire. Then, it can react with aircraft material, can release toxic vapor and even come o worst explosion might happen. http://www.ritchiestraining.co.uk/pix/uploaded/Library/Ritchies_Dangerous_Goods_By_Air_and_Sea.jpg Figure 1: Dangerous Goods Can Create Accidents Page 1 https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOnNU5i9BOICZjIrTf4ag-s-jwLUDCMb1Av-hR9CdhOHDA_ZfoCfhezMRQDH8OJvvWqnUixubVA8agQnmZQuZz_qeTfr6ZUWwrJ6ZAtTYPTUdVxMbe_Cml4fnwvSYYO8QFHfkl4Q5KrMY/s660/wentwrong+header+copy+small.jpg Figure 2: ValuJet Accident by Explosion There is an incident where can be proved that hazard material can causes harm to aircraft itself. On May 11, 1996 Everglades, Miami, Florida ValuJet, Flight 592 McDonnell Douglas DC-9-32, N904VJ. The in-flight fire was caused by activation of one or more oxygen generators in the forward cargo hold. The generators were outdated, improperly labeled, lacked safety caps and were prohibited from being transported on a passenger flight. The loss of control resulted either from flight control failure or incapacitation of the crew due to extreme heat and smoke. Recently, all 110 aboard killed. The person who handles dangerous goods at airport called dangerous goods inspector. He / she must be well trained in every aspect of the duties as a technical inspector and regulatory officer otherwise the aviation will turn down. This kind of person must aware where an each shipment of dangerous goods may possibly represent an intimidation to life, health, property or environment. In addition, the inspector should obey the procedures and regulations attempt to handle cargo and minimize the danger during transport. Basically, how do the inspector handle the DG is he / she carried out at cargo facilities with the scale and nature of the operation. Besides that, inspection of procedures includes visiting operators or handling agents premises as proper. Page 2 2.0 Transport Dangerous Goods by Annex 18 Annex 18 can be specified as standard and recommended practices which enable dangerous goods to be carried safely. Annex also makes compulsory upon Contracting States the requirements of the Technical Instructions, which contain the very detailed and various instructions necessary for the correct handling of dangerous cargo. Logically speaking, the use of these common bases by all forms of transport allow cargo to be transferred safe, sound and even smooth between air, sea, rail and road modes. Nevertheless, ICAO requirements for the safe handling of dangerous goods firstly identify a limited list of those substances which are unsafe to carry in any circumstances and then show how other potentially dangerous articles or substances can be transported safely. Technique of Transport Dangerous Goods Classification 5. Procedures Emergency Respond 3. Documentation, Acceptance for Air Transport 4. Handling Stowage 2. Packaging, Marking Labeling Figure 3: Technique of Transport Dangerous Goods Page 3 Identification and Classification of DG The nine hazard classes are those determined by the United Nations Committee of Experts and are used for all modes of transport. Class 1 includes explosives of all kinds, such as sporting ammunition, fireworks and signal flares. Class 2 comprises compressed or liquefied gases which may also be toxic or flammable examples are cylinders of oxygen and refrigerated liquid nitrogen. Class 3 substances are flammable liquids including gasoline, lacquers, paint thinners, etc. Class 4 covers flammable solids, spontaneously combustible materials and materials which, when in contact with water, exit flammable gases, such as some powdered metals, cellulose type film and charcoal. Class 5 covers oxidizing material, including bromated, chlorates or nitrates and this class also covers organic peroxides which are both oxygen carriers and very combustible. Class 6 includes poisonous or toxic substances example pesticides, mercury compounds, etc comprise together with infectious substances which must sometimes be shipped for diagnostics or preventative purposes. Radioactive materials are in Class 7 which there are mainly radioactive isotopes needed for medical or research purposes but are sometimes contained in manufactured articles such as heart pacemakers or smoke detectors. Corrosive substances which may be dangerous to human tissue or which pose a hazard to the structure of an aircraft are dealt with in Class 8 for example, caustic soda, battery fluid, paint remover. Finally, Class 9 is a miscellaneous category for other materials which are potentially hazardous in air transport, such as magnetized materials which could affect the aircrafts navigational systems. http://www.ctsgb.ltd.uk/assets/generic/icons.gif Figure 4: 9 Classes of Dangerous Goods Page 4 Packaging, Marking Labeling Basically, the operator or handling agent looks at the external appearance of all the packages of dangerous goods as a safety package inspection before being transported. In addition, the items need to keep in the operators custody provided whether the goods are due to transport or have been transported. However, the inspection will check that the requirements of marking and labeling have been fully filled. Hence, type of packaging that has been used is permitted and tag along with the correct specification. For the radioactive material, the handling agent will pack the material based on the radiation level packages which fit in state for transport. Nevertheless, the packages of dangerous goods should only be opened in exceptional circumstances and with extremely caution. Once if the package opened, they need to take the potential hazard from the contents into account and handle it with fully attention. Any package opened during an inspection, it must be handed before to the consignee which means the goods must be restored in its original condition by inspector. https://images.fedex.com/images/us/services/options/ground/hazmat/PhenolSolid_Boxes.jpg Figure 5: Packaging, Marking, and Labeling Page 5 Documentation and Acceptance for Air Transport Documentation is to determine a dangerous goods shipment meets all applicable requirements. Information that contain in several documents need to transport out a detailed check because it is necessary to cross refer from one document to another. The handling agent must check the associated documents when he / she have the packages of dangerous goods in his / her premises. A document check only is made when there are no packages available. There are several inspections that required inside the documents such as Air Waybill, Shippers Declaration, Acceptance Check List, Notice to Captain and others. The intention of inspecting the Air Waybill is to ensure that they have completed correctly by using the correct classification and method of packing so that it can be established. Thus, the purpose of inspecting the Acceptance Check List is to make sure that the handling agent uses a form which allow for completion by the acceptance clerk. Nevertheless, the Notice to Captain is to determine that all the required information was given and checked. At this moment, where the form was signed by the pilot and the loading / stowage requirement met. https://images.fedex.com/images/us/services/options/ground/hazmat/OP-900_Exception.jpg Figure 6: Documentation of Dangerous Goods Page 6 2.4 Handling and Stowage Handling also can be known as loading so that it can be pronounced as loading and stowage. The inspection of loading and stowage at the cargo side is to ensure the dangerous goods are adequately secured to prevent movement. Then, the requirement of segregation distances can be maintained respectively when any radioactive material has been stowed. Besides that, any cargo aircraft that has placed dangerous goods on the main deck and only get accessible by the Technical Instruction. And also make sure of toxic or infectious substances are not in close proximity to animals and foodstuffs, it can be harmful to them and also aircraft fuselage if there are any leakages from the toxic substances. http://www.csc-scc.gc.ca/text/plcy/images/318-gl5-1_e.gif Figure 7: Handling and Stowage Table Page 7 2.5 Procedures and Emergency Response The procedure of transport dangerous goods is a guidance tool for airport directors and crews to use when developing, evaluating, updating or training an Airport Emergency Plan. It also can be informed the emergency responders to who are not experienced with airport operations or airport emergencies. However, whenever once hazardous material spills out on the aircraft body, it can be resulted as aircraft accidents or incidents. This is because the body of aircraft will be corroded and eventually it will create a whole on it and can be cabin pressurization and even lead to the aircraft crash. Thats why precautions should be aware to avoid exposure to hazardous components for safety purposes. In this kind situation, Airport Emergency Plan (AEP) needs to clean up the aftermath emergencies involving hazardous materials such as foam and hydrocarbon. The agencies must follow the strategies and procedures which contain in the flow of hazardous materials after an emergency inside the aircraft or even at the airport. Besides that, they also need to repair the pavement of the runway if the materials damaged the runway by the spills. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH4kNy7n9FurWXmCzTxPVeNdm_8QqjapDLWxdKQGdcFLvkYkRP-dmYVIpSR9fICttNgNsHUa3z5ghTD5LiKAS9owqOi76CUNjkQjJnkXVT0L5wOaDGWQXV5OLoxAbA1VkU1acVaW1T8db6/s1600/emergency_response_title_page.jpg Figure 8: Emergency Responses Page 8 3.0 Class 3 Flammable Liquids In many classes of dangerous goods that have been enshrined in the aviation law procedures. There are limitation on loading dangerous goods inside the aircraft, this is because not all classes are allowed to be loaded inside the aircraft unless with special exemption or provision. So, I choose Class 3-Flammable Liquids as my point of assignment of TDG. http://www.thecompliancecenter.com/store/media/catalog/product/l/b/lbcn06us_hi.gif Figure 9: Class 3 Flammable Liquid Flammables liquids can be defined as liquids, mixtures of liquids or liquids that contained solids in solution or suspension which is given off a flash point of flammable vapor at suitable temperatures must not more than 60-65Celcius. Transportation must follow the procedure which is transport the liquids at temperatures at or above the flash point for the safety purposes. Hence, this class has specific reason for regulation which is competent of posturing severe hazards due to the volatility, combustibility and potential in causing or propagating rigorous conflagrations. Besides that, there are several common transported flammable liquids in aviation industry such as acetone, paints, alcohols, perfumes, gas oil, and etc. Page 9 Nevertheless, dangerous goods inspector has an authority to handle flammable liquids. He also has capability to inspect all customer requests that has connection with logistics of flammable liquids for example like packing, packaging, compliance, freight, forwarding and training. Meanwhile, the labeling and marking of dangerous goods, the method in which they shall be located at beneath an aircraft, the responsibilities of the crews in respect of the carriage of dangerous goods and the action to be taken in the event of emergencies arising involving dangerous goods. Otherwise, if the operator fails to follow the procedure, it can turn down the aviation world industry and make disaster and even can affect the aircraft fuselage and passengers. http://images.thenews.com.pk/updates_pics/1-24-2011_9678_l_u.jpg Figure 10: Airport Explosion by Flammable Liquid Leakage at Moscow Page 10 4.0 Conclusion As my conclusion, Transport Dangerous Goods is very important subject where we as an aviator can know about the dangerous goods as well. Dangerous goods can be known as hazard materials which can cause harm to surrounding including human and animal. As we all know that dangerous goods has nine classes provided which is Class 1-Explosives, Class 2-Gases, Class 3-Flammable Liquids, Class 4-Flammable Solids, Class 5-Oxidizing Material, Class 6-Toxics and Infectious, Class 7-Radioactive, Class 8-Corrosive, and Class 9-Miscellaneous. Furthermore, with this kind of classifications we can conclude that the goods inside container are dangerous or not. Then, I have learned about the flow of instruction in dangerous goods which is classification, packaging, documentation, handling, and emergency responses. This flow is a must to operator, if one of them is missed, the transportation will automatically cancel and aviation industry will be terminated. Page 11 5.0 Bibliography 5.1 Website 1) www.dgiglobal.com 2) www.caa.md 5.2 References 1) Transport Dangerous Goods Slide Show 5.3 Books 1) Annex 18 Page 12 Content Page No. Content Page 1.0 Introduction 1-2 2.0 Transport Dangerous Goods by Annex 18 2.1 Classifications 2.2 Packaging, Marking and Labeling 2.3 Documentation and Acceptance 2.4 Handling and Stowage 2.5 Procedures and Emergency Response 3 4 5 6 7 8 3.0 Class 3 Flammable Liquids 9-10 4.0 Conclusion 11 5.0 Bibliography 5.1 Website

Star Wars :: essays research papers

You're sitting in a dark movie theater. X-Wing fighters whiz across the screen, and light sabers flash. You've seen it all before, but now it's better than ever. Star Wars, the Special Edition, is a classic that has been updated for the 1990s. The new Star Wars has additional special effects, a more realistic home planet, and improved sound.   Ã‚  Ã‚  Ã‚  Ã‚   The original Star Wars movie had great special effects, but they weren't as good as today's computer-generated special effects. In the new Star Wars, the spacecrafts are more realistic-looking, because they are images created by a computer rather than actual models. So, they have been given more details than the original spacecrafts, and they can fly and maneuver more easily. An example of this improvement can be seen near the end of the movie when the Rebel Fleet attacks the Death Star. For example, there are more rebel ships, and the ships can twist and swoop with ease when they're fighting the Imperial ships.   Ã‚  Ã‚  Ã‚  Ã‚  Thanks to today's technology, Luke Skywalker's home planet, called Tatooine, is also more lifelike. It has new creatures, more people, and additional flying machines. For instance, the scenes in the city of Mos Eisley seem genuine. In the original Star Wars, it looked as if not much went on in the city. Now, added people, creatures, and robots walking on the streets make it look busy. Also, there are many more spacecraft taking off, landing, and flying overhead. The effect is that the city is more believable.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, the sound of the new Star Wars has been digitized --it has improved in several ways. Explosions sound bigger. The exhaust sounds from the flying spacecraft are louder and actually sound as if they're swooshing. Also, voices and noises in the movie seem to come from your right or left side, which is a more realistic effect. For example, when several of the main characters are stuck in a garbage room with steel walls, Han Solo shoots his light saber to try to escape. The laser beam bounces off the walls, and you hear it hitting the right wall as if it were on your right side, and you hear it hitting the left wall as if it were on your left side.

The Aztecs Essay -- Native Americans Spanish Conquest Papers

The Aztecs Throughout time women have had to fill a role, defined by her culture, in order to be considered desirable. Wherever or whenever she might have been from she struggled with the pressure to fill her niche in society. These pressures vary greatly from one culture to another, but some cultures are particularly demanding. Women in pre-Colombian Aztec society were held to a very strict code of behavior. From the day they were born to the day they died their domesticity was held up as being the most important aspect of their lives. This was probably necessary because of the warfare oriented nature of the men in their culture. This made having a woman at home to keep the civilian life going incredibly important. Without her there the home would be in shambles at his return. The National Standards for Geography that apply to â€Å"Aztec Women† are: 6. Knows and understands that culture and experiences influence people’s perceptions of places and experiences. The Aztec women had a very hearth-centered life and therefore a very distinct worldview. 10. Knows and understands the complexity of the Earth’s cultural mosaic. The Aztec were a people of many people’s They adopted many cultures into their own and the Spanish adopted some of the Aztec characteristics. 12. Knows and understands the processes, patterns, and functions of human development. Women are central to the lifestyle of the family. They control and keep the family together in the Aztec culture. The Aztecs built their great society long after another great society had already grown to a peak and fallen. The Olmecs, antiquity to the Aztecs, had a high level of society beginning around 1200 BC. They were the most highly advanced culture at the time in America. The... ...hile the Spaniards waited several miles away Tenochtitlan became a horrific death trap. The city of Tenochtitlan fell on August 13, 1521. Aztec life continues on a small scale in the valley of Mexico even now. The people remember the past but it is not only history to the modern Aztec women. Theirs is a living history in which they see life as a continuing cycle of destruction and creation. They continue with their everyday lives speaking their native language of Nahuatl and holding on to the traditions of a long fallen empire. The loss is expressed in a Nahua poem written in 1523: Nothing remains but flowers and sad songs In Tlatelolco and Mexico Where once there were Warriors and wise men Works Cited: www.albany.edu/~mesmith/tlahuica.html http://www.corona.bell.k12.ca.us/student/adrian/2.html www.geocities.com/athens/5003/aztec.html

College Admissions Essay: What I Want from College :: College Admissions Essays

What I Want from College    My high school is completely project-based. We've designed restaurants, traveled to Mars, redone the trials of Exxon-Valdez and Bhopal, and had our own Olympics. All of our academic subjects integrate into the projects. In 11th grade, second trimester, the assignment was to build and maintain a utopian society on Mars. As part of the project, I was asked to define the value system of my group's utopia by ranking the importance of ten qualities that make a successful city, including health care, pollution, transportation, education, housing, entertainment, and others. I wondered how I would even begin.    I looked at my classmates, some of whom were talking, sleeping, or simply bored. Suddenly, I realized what my utopia would contain. Of course, my class's lapse in attention was only temporary. But what of those consistently apathetic students and tedious classes? What would happen if every student in the classroom were involved, inquisitive, and motivated?    And so, Edutopia, my utopia, solidified in my mind. Its first and foremost priority was that of an education, and not merely of a high school or undergraduate level. Students of Edutopia would have every opportunity to follow whatever educational pursuits they desired, on Mars. I set out to build a society that respected intellect. And throughout the next trimester, I did.    After my completion of the project, I re-examined my career and life goals. Before I discovered that Edutopia was my idea of paradise, I had never realized that education was so important to me. When I did, though, I decided to pursue a career in education.    Cornell University has all the resources I need to further develop my intellectual interests.

Bible teacher Essay

There are many opinions about the book of Hebrews and a variety of responses. In order to recognize these, three people were interviewed to understand their impressions and how they generally understood the message of the book. A Bible teacher, a non-believer, and a friend who professes to be a believer were interviewed and these were the results. Mr. Edward Shim is a Bible teacher and informs us that Hebrews is about â€Å"the calling of Jesus as man’s Savior†. That He is â€Å"the complete author and provider of our salvation from sin. † According to Mr. Shim, â€Å"it explains the Son of God as the fulfillment of the symbolic tabernacle ceremonial system given to the ancient Israelites. The shedding of blood for the atonement of sin on a daily basis is replaced by the once and for all shedding of Jesus’ blood so that all those who believe through faith may be saved. We enter His rest by accepting Jesus’ death as salvation for our sins. Hebrews continues to support Jesus’ death as the valid and legitimate answer to sins’ demand of death. It concludes by calling all who accept his salvation to walk uprightly in spiritual maturity and growth. † He believes that no man, not even the pope, preacher, parent, or anyone can mediate between a person and God but Jesus Christ alone and that Christ’s death has â€Å"cleansed away the enmity between God and man. † Mr. Brian Starlin, a non-believer, says that he is not really familiar with the Book of Hebrews. All he says is that â€Å"there were men through whom God communicated. † Some of which were Moses and Noah, while Jesus was one of the more recent mediators. He adds further that â€Å"Christ’s sacrifice inspired a lot of people; helped push Christianity across the globe and still helps push it; and has led a lot of people toward a more moral and balanced life. † To Mr. Starlin, Hebrews is â€Å"an inspiring story about an important individual from the past, and it has influenced a lot of family members and friends,† so he respects what Christ’s influence has accomplished. Ms. Mishell Pang, on the other hand, is a friend who professes to be a believer. She says that the general message of the book is â€Å"of how Jesus is the ultimate high priest and no one can come to God except through Him. † She goes on to say that â€Å"Christ’s death cleansed every one of their sins,† and that accepting Jesus as savior and mediator to God is accepting God’s grace and forgiveness. The Book of Hebrews was written primarily for Christians who are undergoing persecution and discouragement. Its writer strives to strengthen the faith of believers in Christ by carefully explaining the superiority and finality of God’s revelation and redemption in Jesus Christ. He shows that God’s redemptive provisions under the old covenant have been fulfilled and made obsolete by Jesus’ coming, and the establishment of the new covenant though his atoning death. The writer hence, challenges readers to hold on to their confession of Christ until the end; to go on into spiritual maturity; and not to turn back to condemnation by abandoning faith in Jesus Christ. Both Mr. Shim and Ms.Pang basically understood the general message of the book which is about redemption in Christ Jesus; Mr. Starlin, on the other hand, honestly mentioned that he was not familiar with the Book of Hebrews. Nevertheless, it was noted that none directly mentioned an understanding of Christ as both genuine God and genuine man, but only about Christ’s sacrifice and what it has accomplished. Both Mr. Shim and Ms. Pang openly professed how much impact Christ’s sacrifice has touched them and how much they appreciate this sacrifice. They both claim that no one can come to God but through Christ alone. This assignment has helped me see and understand that though access to the Bible is now unlimited, there are still many who are not aware of its contents and message. It is sad to note that to some, its contents are mere stories and that Christ to them was just a man like the rest of God’s prophets and messengers and that they still have no knowledge about What Christ can do for them. This assignment has helped me realize how most of us are still spiritually hungry and how many among us are dying spiritually without proper knowledge of the Word.

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