The theme of responsibility in An Inspector Calls Essay Example

The theme of responsibility in An Inspector Calls Paper Every member of our society should be equivalent and adjusted to each other. Other peoples actions, suggestions and reactions make a considerable difference to our lives. This has great significance and concludes that we need to care about each other. The playwright of An Inspector Calls, J.B. Priestley, wrote this play for several essential and specific reasons. One of the key ideas was based on the theme of responsibility. In this essay, I have focused on the same ideas. Furthermore, I will carefully analyse and compare two very contrasting character in the play. I have chosen to do my research and comparison on Mrs Birling and Sheila Birling. And to help me analyse them I will use quotes from the play. An Inspector Calls is a play, which was written by John Boynton Priestley in 1945 (set in 1912), and was staged in the theatre on the 1st of October 1946. Priestley uses the play as an example of what can happen if we ignore the feelings of others. Priestley believed a great deal in socialism and used the play to influence people to be socialists. An Inspector Calls is a play about a family called the Birlings. One day, they were celebrating the engagement of their only daughter, Sheila, while they were enjoying themselves; an inspector approaches their house and turns the joyful and thrilling night into misery. Every character gives a first impression, and Sheila is one of them. Sheila is a pretty girl in her twenties, very pleased with life and rather excited. My fist impressions about Sheila was that she is an immature, naà ¯Ã‚ ¿Ã‚ ½ve girl but as the play advanced I was proved very wrong. The latter parts of this essay will provide evidence so. We will write a custom essay sample on The theme of responsibility in An Inspector Calls specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The theme of responsibility in An Inspector Calls specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The theme of responsibility in An Inspector Calls specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In 1912, Britain was at the height of the Edwardian society, known as the Golden age. A quarter of the world belonged to Britain meaning that it was coloured red on the globe of the world. The British Empire was the most vast and powerful since the Romans-the best nation in the world. Theatres, musicals, prom concerts and film were making a vital impact as it entertained the Edwardian population. The upper classes (such as the Birlings) led such a lavish life that the Edwardian era is now infamous for. However, despite the illusions of these secure times, many of the cities were overflowing with prejudice and crooks. There was a huge division between the upper and lower classes. The higher classes barely knew the existence of the underprivileged. I personally thought that this play was very effective as J.B. Priestley wrote it at a significant time. In 1947 Britain had just come to end of a devastating world war, where families suffered from immense losses and society was desperate for a fairer, more equal lifestyle. Priestley realised that socialism was becoming increasingly popular and he was rewarded by the play. He effectively used crucial hints in this play to ensure that discrimination in Edwardian time was not repeated. The inspector is the most thought-provoking and mysterious character in the entire play. The mysterious element contributes greatly to making him a very interesting character. I did not find a great deal out about the Inspector but we are given hints and clues from the way he speaks and we are forced to piece together our own ideas about his identity and intentions. The role of the Inspector is very noteworthy for the play. He uses very simple techniques and he moves the play along. By moving the play along he encourages the characters to tell their stories. The Inspector could be considered as a narrator for the vast variety of contributions he makes. I transpired this point because he was accused of being an impostor in the play. J.B. Priestley has made the Inspector an old mysterious and thought-provoking person. In this way, the audience are forced into judging and reaching personal conclusions about him. So, the main role of the Inspector was to promote and change the thoughts of the Birling family. There are many connotations within the name Inspector Goole. As an Inspector, he has come to investigate or inspect the family members and their actions. Goole is a similar sounding to the word Ghoul, a ghost or phantom. It introduces a very eerie spirit-like feeling to the play as if the Inspector is not real. The inspectors final speech dramatically contrasts his use of language throughout the play. He uses simple language, which allows the members of the family to relay their versions of events. He moves from commenting on one particular person to all of those people who are cruelly and unnecessarily exploited in society, millions of Eva Smiths and John Smiths. This is Priestleys main message: we are all responsible for each other. Before the Inspector disembarked, Sheila acts arrogantly towards Eric and Gerald. But she demonstrates respect for her mother and father but with a tone of undermining. Sheila is very happy about her engagement to Gerald but with this of tone towards her family, I feel that she is trying to remind them that this is her special day and that they should not fail to remember it. I fell this because she tries to change the subject of the talk to herself. Arthur (Mr Birling) says I do not think you ought to talk business on an occasion like this and Sheila states Neither to I. All wrong. When the Inspector arrives he uses different interrogation approaches to get his answers from his suspects. Sheila responds to the Inspector in a very honest way. After coming back into the room, she is very sincere with everybody. Sheila answers her questions and queries as honestly as she can, she is genuinely sorry for what she did to Eva Smith and contributing to her death, Yes but it didnt seem to be anything very terrible at the time. Dont you understand? And if I could help her now I would. After her confession, Sheila is eager for everybody to confess to what they supposedly did to Eva Smith. When questioned, Sheila breaks into tears. When questioned, Sheila and Eric have broken down and confessed for their indecency after being just asked a few questions. Sheila was shown a picture of the girl, which she had fired, from Millwards. She recognizes the picture and runs out of the room sobbing. She comes back in and says, You knew it was me all the time, didnt you? This clearly shows that Sheila is an honest girl. Sybil on the other hand answers the Inspectors questions with very short and few word answers. The inspector shows her a photo and says, Do you recognize her? Sybil then says, No. Why should I? Which is a blatant lie because she may think that the inspector knows nothing about this case but really he does or hes very clever and bluffing. The younger characters feel remorse for what they have done; Sybil does not even pity the poor girl. I am very sorry, but I think she has only herself to blame. But then Mrs Birlings opinion is hat Eva should not have used the respectable Birling name, lied about where she came from and why she wanted help from her charity. The difference between classes at that particular time was very clear. The Birlings are obviously a rich family and their name is highly respectable. For Eva to use the name was a big insult to Sybil. However, towards Sheilas engagement. Sybil acts normal because it is the engagement of her daughter. She says that she is happy for her daughter and her fiancà ¯Ã‚ ¿Ã‚ ½ but does not use emotion, tone of voice or body language to convey this. Sybil seems very cold towards her family; she does not show affection at all, not even through speech. I suppose that this is how typical high-class women were expected to act. Sybil having had much more life experience knows how people of different classes should speak to her. Lower-class people should speak to her with respect because without people like her husband and their factories a lot of people would be without work. As soon as the Inspector comes and speaks to her normally, she is shocked. I think you can tell this by her short answers that go straight to the point. I meant what I said. Most of what she says is never more than a line long. I think that the Inspector realised this and plays on it, but this back fires because Sybil does not like being spoken to like this, so she is very short and avoids the main point that the Inspector is trying to achieve from her. This is very clever, meaning the Inspector actually has to know everything. With the other characters he just mentions a name and asks a few questions and he will have the whole story. Sybil believes that an unfamiliar person cannot embarrass her. Sybil however stays calm and again does not show any emotions. She doesnt let this stranger intimidate her because she feels she did the right thing by her charity of which she is the chairperson and is a great influence on the overall decision of who they should help. Every other character except Sybil feels remorse for what they have done. To conclude I have to say that I found that age does affect the way the Edwardian family act. If Sheila was older and more grown up then she would have known that someone not of her class, can not intimidate her if she knows how to react. Sybil however, obviously knows how to respond but she is certainly arrogant. Also, if Sheila was older she would have known that she does not have to be ashamed of her actions to justify them. I f your actions cannot be justified then they cannot be wrong. Sheilas actions were not justified enough. Mrs Birling remains pompous and proper throughout the whole episode. In the play, I have learnt many fundamental things. The ending is a mystery and leaves the audience thinking. This ending takes the audience back to the beginning when the inspector arrives. It leaves us pondering whether the Inspector was some kind of spirit warning towards the Birlings. This adds to the dramatic tension of the play. I think the play was a success in making it dramatic and that issues such as homelessness and refugees have changed since the play was written but still has the same effect on the audience. I think the moral of the play has contributed greatly. Think of the least unfortunate and the Birlings, and carefully analyse how both were treated. This play would challenge the audience with their moral beliefs of right and wrong. If you have done something wrong then the play makes you think about it and what you should do if you are in this situation again. The important thing is to try and correct it because it might just blow out of portion. This is shown well in the play when Sheila realises that she should have said something about Erics drinking problem as it is the main reason that he got involved in this situation. The main purpose of the play is that it wants people to improve on, to have more consideration for everybody and life does not revolve around money but compassion for others. Another message is underlined throughout the play is that all classes have different wealth but when it comes to feelings and sensitivities, we are all equal. The final message of the play is a plea for changes, a change in human nature first, then society. People have to learn that private behaviour has public outcomes. The play was correct.

The Summer of Soundness

The Summer of Soundness The rain hadn't stopped in three weeks and it seemed like the endless trek through the field would never end. As the morning dew soaked the bottom of my pants, I remembered the fun summers when I would awake well past dawn and go outside and play by the creek in my shorts. But it was now different, even if I wanted to wear my shorts, my legs would become mangled and disfigured from cuts and insect bites from being outside working in the indigenous wilderness. The heat was unbearable most of the times we were out, and I could remember the long cold days of winter; the fun season in which there was no need to wake early or work long days. The days were more enjoyable as I looked forward to holidays like my birthday, Christmas, and New Years where I could sleep in and spend the days playing with my new toys and cousins that I hadn't seen in a year since the last annual encounter.AmerikarBut summer holidays were different. They were just another day to awake early to that morning dew tha t left my feet wet the rest of the day. Every day was the same. Maybe an alteration in the menu for lunch, but even lunch on the tailgate of the truck can be monotonous at times. It wasn't until late in the season that I found out that there was a reason for all this work and turmoil; a motivation for which most 14 year old boys, destined to become men, never learn.Dave stood much higher than me at the time. At times I wondered when I would reach his height. He was like an old, matured oak tree to me, and I was the newly fallen acorn that admired the strength...

Comparrison between Aviation biofuel and the other types of fuel that Essay

Comparrison between Aviation biofuel and the other types of fuel that are used now for airplanes - Essay Example Biofuel (96) is an old method that existed back in 500AD when revolution was taking place. People back then used to recycle waste materials to ignite their newly invented machines. This method of recycling went on until new forms of ignition evolved. Apparently airline companies are looking for ways in which they can cost on fossil fuels which are being used in this new modern era. Researchers have found that the usage of biofuel is still possible even without modernizing the ignition engines like in cars. Although this is concluded research has been made, there still lay some concern about using the biofuel in aviation as compared to the other fuel that is being used such as gasoline and fossil fuels. These concerns are in form of pros and con of using either of the two kind of fuel in aviation (96). The advantages of using bio-fuels would be its environmentally balanced carbon (IV) oxide impact, its capability to become a sustainable fuel, and it may result in lower engine emissions. This emission are named greenhouse gas emissions which poised to grow, as air travel increases and ground vehicles use more alternative fuels like ethanol. Currently, aviation represents two percent of global emissions, but is expected to grow to three by 2050(Eliasson, Riemer & Wokaun 1999). In addition, long-term solutions are said to dramatically reduce the emissions of greenhouse gases. Therefore, alternate fuels with low to zero carbon content, such as liquid hydrogen or liquid methane, might be used. The need to build fuel efficient aircraft and operating them more efficiently; the need to change the fuel source is one of the few options the aviation industry has in order to reduce its carbon. Hydrogen electric and solar propelled aircraft are in research, there are no expectations that they will be feasible in the near or term due to aviations need for high power-to-weight ratio and globally compatible infrastructure (Eliasson, Riemer & Wokaun, 1999). Therefore, in

Research Paper Essay Example | Topics and Well Written Essays - 2500 words - 3

Research Paper - Essay Example consumed globally such as cocaine uses coca, which naturally occurs in a plant in the Latin American country, but contrary to popular beliefs, the plant that produces coca is not harmful to humans, unless mixed with other chemicals. The authorities in the United States and Mexico have for years collaborated to eliminate the menace, however, history of the trade have grave political implications on either side of the border. In Mexico, much similar to the other Hispanic nations, the money that is gotten from the trade finds itself lining the pockets of politicians. The illegal money that made in the drug business, is unquantifiable, but has been claimed to be create economic boom within the Hispanic countries. This paper is an exploration of the drug problem in Mexico through an in depth interview of a friend from the other side of the border so as to draw thorough information on the problem. The paper is narrative of the interaction and accompanying secondary information. The major component that is used to produce cocaine in the region is coca, and it has been a tremendous positive and lately negative influence on Latin American culture for over a century. Coca has been used to fight hunger, fatigue, sickness and also increase the flow of oxygen to the brain at high altitudes. Over the years, the positive use, away from the negative use, has been the main reason why banning coca has been extremely difficult over the years. The diverse and positive usage of coca has blocked the banning of its cultivation or place a penalty on growing coca. Due to the leniency in raising Coca, drug cartels believed that they could get away with cultivating the plant for drug use by turning it into cocaine through its mixing with various chemicals. Keep in mind that Latin America has never been a prosperous region of the world. It is an area populated some of the poorest communities, war-torn, and impoverished nations that often look to other countries for aid, both of the

Reporting Paper (Accounting) Essay Example | Topics and Well Written Essays - 750 words

Reporting Paper (Accounting) - Essay Example The employees are required to be assured about the safety and security of their jobs despite takeovers. The points to be discussed in the memo include the post - retirement benefits of the employees of the organization that has been acquired. The human capital is the most essential part for the success of any organization. As and when, there is a merger or acquisition taking place, the employees often feel unsafe about their professional career. In order to, have the professional faith retained among the employees; the management of the company should inform the employees of the acquired firm about the revised perks and perquisites that are on offer. Also, the management of the company should clearly focus on the post – retirement benefits like the pension schemes (namely defined benefit pension schemes and the defined contribution pension schemes). It is prudent for the management of the company to keep the employee force informed about the proposed integration of both the prevailing segments along with the two schemes of the post – retirement benefits. Defined Benefit Pension Scheme – Defined Benefit Pension Schemes, often known as the DB pension schemes are the simplest form of the post – retirement benefits. The benefits i.e. the pensions are calculated on the basis of the predetermined formulae. Basically, the defined benefit pension schemes, which are the traditional schemes in the periphery of the post – retirement benefits, are contributed by the employers. But, employees might also contribute. There are several factors upon which the benefit depends (i.e. the variables of the formulae) and that include prevailing mortality rates, scheme assets, rate of return for the investment and changing regulatory rates among others. The tradition DB pension schemes are observed to be losing their popularity in the recent past to the DC (Defined Contribution)

Rationale And Background Of The Study English Language Essay

Rationale And Background Of The Study English Language Essay Reading is indispensable if a person wanted to live comfortably in the modern society. It is the golden path in going to the world of enlightenment and enjoyment (Monuz, 2000). Reading is the activity characterized by the translation of symbols or letters in the words and sentences that have meaning to the individuals. The ultimate goal of reading is to be able to understand written materials to evaluate it, and to used it for ones needs (Paculanan 1999). Reading is consider as the most important subject in the curriculum, because its mastery depends on the learning of nearly to all other subjects. On account of this reality, Filipino educators have in countless instruction channeled their effort towards developing strategies and approaches in the teaching of reading (Tamundong 1998) Reading requires more than mechanical skills. As a tool for learning in the content subjects, the learners has to demonstrate growing ability to handle information effectively. In this area of complex skills are efficient location, selection organization, and retention of information and the ability to gain knowledge from the printed page depending on the learners that equipped with the necessary skills in reading. A persons reading abilities has a help to read facts about the varied and rich factual information and verbal knowledge accumulated through the ages and that of maturity, organizes these actual information and verbal knowledge, process, and interprets them through experiences to form concepts and principles which are essential in solving problems and in developing creative thinking. Paterno (1985), enumerated various factors in the disabilities or weaknesses of reading. This may range from defective hearing or maladjustments in school, to brain damage. Paterno added that some of the specific causes of reading disability, how ever, may cause by a combinations of several factors. The most common: (1) Physical Factors like defective hearing, speech, vision, inadequate nutrition, neurological dysfunction: (2) Educational factors- children have unique learning patterns and: (3) Environmental factors- not all learning takes place in a classroom and their environmental determines to a great extend, the Childs success in learning to read. To minimize if not to solve permanently the problems on reading, two objectives of education as stated in the educational act of 1982 are word mentioning. This are: (1) To provide the knowledge and develop skills, attitudes and values essential to personal development and nece4ssary for living in and contributing to a developing and changing social milieu, and (2) To provide learning experiences which increase the childs awareness of the responsiveness to the changes in and just demands of society, and to prepare for constructive and effective involvement (MEC Journal, 1991), Educational Act of 1982. Conceptual Framework Reading is one of the most needed skills to be learned in school. Seemingly, read is a word that always heard, yet difficult to discern. Reading scholars have not really come out with on universal definition of it. They only describe the characteristics of reading. Munoz (2000) describes reading as a two-way complex active process, which uses a high level of thinking skills such as literal (reading the lines), inferential (reading the lines) and critical (reading beyond the lines). However, comprehension is preceded by recognition of words, thus one can not really comprehend if he can not recognize the words correctly. Therefore in this study, the researchers want to find out the level of reading performance of the pupils in terms of word recognition. INPUT PROCESS OUTPUT Descriptive research design using observation checklist. Oral reading performance of Grade II and Grade IV pupils. Determination of the reading performance of the Grade III and Grade IV pupils in terms of word recognition. Figure 1. Research Paradigm Table shows the input, process and the output variables used in this study. The input represents the oral reading performance of the respondents. The process is the tool used for data gathering and instrumentation in order to gather pertinent data needed for analyzing, tabulation and interpretation of the problem which includes the use of observation checklist arrive at the expected outputs which is the determination of the level of reading performance of the respondents in terms of word recognition. Statement of the problem The study seeks to find out the reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It specifically sought to answer the following question: 1. What is the level of reading performance in terms of recognition of the: A.  Ã‚  Ã‚  Ã‚   Grade III pupils B.  Ã‚  Ã‚   Grade IV pupils 2. Is there a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Hypothesis of the Study There is no significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition. Significance of the Study Within the recent years, the demands for effective reading among pupils as an applicable instrument in development have become more prominent that always. Teachers and parents are in conformity on this scrupulous need. Conceptually, the study bring light to the student/pupils as a necessity in a more successful academic work. The result of the study are learned to benefit the following. Parents The results of the study serve as bases for the effective and efficient involvement of parents in the learning of their children especially with regards to reading. Pupils The pupils are the direct beneficiaries of the study. They will be benefited much from better school leading program, teachers guidance, parents assistance and other activities in the school, home, school administrators can offer them and also for them to know their reading abilities. Teacher The results of the study serve as an assessment and or diagnosis of reading ability of the pupil. From this the teacher would be able to designed effective reading classroom program for the pupil. School Administrators The result of the study may be used as reference guide for educational planning and policy formulation in the instruction level. Lastly, the result of this study may serve as a reference in determining the reading levels of the pupils which can serve as information in making more plans and programs by higher authorities based on the findings. It will also help in preparing reading materials based on needs and difficult5ies of the pupils. Scope and Delimitation of the Study The study is delimited to determine the level of reading performance of the respondents in terms of word recognition. The respondent of the study is composed of 41 grade III and 45 grade IV pupils. Reading comprehension is not included in the study. The study was started from July 2006. Definition of Terms Accuracy. Relates to the quality of a result and distinguished from processing, which relates to the quality of the operation by which the result is obtained. Effectiveness. Degree to which an activity or initiative is successful in achieving specified goal; Degree to which activities of a unit achieve the units mission or goal. Efficacy. Is the ability to produced an effect, usually a specifically desire defect Frustration. The pupils shows withdrawal from reading situations by crying or refusing to read. The pupils commit errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation. Independent. The pupil is free from tension, finger pointing or lip movement. He reads with rhythm and with conversational tone and interprets punctuations correctly. Instructional. The pupils oral reading is rhythmical with conversational tone and correct interpretation. Non-reader. A pupil is unable to recognize and sound out letter sound connections for single consonants or unable to blend them. Phil IRI. Philippine Informal Reading Inventory which is a set of oral reading passages for the elementary grades in order to get the reading level og the public elementary school pupils. Reading ability. Is the awareness of print relationship to speech, text structure, phonological awareness and letter naming and writing and comprehension of reading material? It often measured by grade level. Word recognition. It refers to the ability of the pupils to recognize the words with correct pronunciation. Chapter II Review of Related Literature This chapter presents several studies concerning reading abilities and reading comprehension. However, such reviewed studies are related to the presents study in the sense that they all aimed to know about the study were the factors that affect the reading ability of grade 3 pupils. These related studies therefore, are discussed briefly in this chapter. Several program about reading as an active, meaningful, and constructive process. Before reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selection they have read. The texts they are asked to read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constants point of reference and because students in these programs need substantial help in building word identification skills, the amount of time spent in discussing selection and in teacher questioning about the selection is kept to a minimum. All of the successful programs offer students special instruction on a daily basis for period ranging from 20 to 45 minutes. Daily contact with students ensures that progress is the steady and allows teachers to become very familiar with students and their strength and needs. Frequent contacts also allows teacher to reinforce and extend strategic behaviors that students are acquiring. An instructional period of at least 20 to 30 minutes allows time for instruction and practice along a number of dimension that provide students with the strategies they need to become effective readers. The prevailing philosophy in most of the other early interventions programs appears to be that first grade is the point where special help should be offered to prevent reading failure; that many, if not most, students will, by the end of first grade, be able to make sufficient progress in reading to function in a regular classroom setting without special help; but that some students will continue to need support through second grade. Though some of the programs began as just first grade programs, most now continue through second grade for students who need longer periods of special help. These programs use methods and materials that help students to recognize words accurately and rapidly, and to group words into meaningful phrases the three dimensions of fluency. The courage to reread a book several times once it has been introduced. There is evidence that the repeated reading of a texts leads to improved word identification skills and comprehension ( Adams, 1995). As children move through these programs, they become familiar with an increasing number of texts. They are encouraged to reread these texts to gain additional practice, to extend their fluency, and to build confidence in their growing reading competency. To avoid failure or frustration for students, each new book is introduced with as much as a teacher judges is needed. For example, a pictures walk is often used as a before reading activity. Students are asked to speculate about the texts contents, and unusual or difficult vocabulary is pointed out by the teacher and discussed. Thus, the student begins rea ding the book with prior knowledge and clear expectations about the selections contents. Another frequently used technique is shared reading, in which the texts is read first by the teacher as students follow along in the texts. Then as a group, students progress to reading the texts with the help as needed. Teacher support is gradually withdrawn, and students assume more responsibility. Finally, individual children practice reading the text. Instruction often moves from a shared reading model to guided reading in which students assume responsibility for the first reading of a selection after the teacher helps prepare them and supports them during their reading. In all the successful intervention programs there is a clear progression from much teacher support in the initial phases of the program to increase students independence. The types of texts most frequently used in early intervention program are predictable texts. The earliest books used in the programs tend to have a close match between pictures and texts, have recurring language patterns, and include repetition of language elements, which make them easy for students to read. Even children with very restricted word recognition capabilities quickly begin to think of themselves as readers because they are successful with these profitable texts. As students progress in the program, the degree of predictability decreases to ensure that the students attend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly independent readers. In the initial phases of instruction, selections also tend to be short so that students can finish a text within an instructional period. As their reading capabilities grow, texts become longer and more challenging. While one of the successful program use traditional, narrow measures of readability, all sequence of the instructional materials, based on many factors including text predictability (reflected in factors such as recurring language patterns, close picture to text match, repetition of words), length of text, challenge of vocabulary, complexity of language, sophistication of concept so that students are challenged to apply the strategies and skills they are learning. Reading new text, and rereading familiar text insure that student in this programs engage in meaningful, connected reading. This program also includes activities that help students focus on and become familiar wit printed words. For example, the Winston-Salem Project uses a procedure called Making Words (Baker L. Brown A.L,1999). Students are presented with the letters that form a word from a selection they read. Words are selected because of their interest and because they contain words identification elements that will be useful for the students It has been recognized that asking students to write words (not copy) is a very effective approach in developing word recognition and reading skill (Adams, 1999;Clay, 1996). For example in the early intervention in reading program, the students select a student to write sentences. The teacher then encourages each students to think about the styling of each word and to write as much of the word as they can. Teacher support his offer only as needed in order to insure that the students write the word accurately. For example, for the children who are having difficulty with phonemic awareness, the teacher draws a box for each sound in the word. The children are guided to think about the number of sound in a word and the letters that represent those sound. For example, the teacher would draw 3 boxes for the word teach, grouping the EA and CH in separate boxes since that word EA and CH represents single sound. The following are regular pattern to he scheduled for better reading. Reading familiar texts. Reading or rereading a new book Working with words Writing words or sentences The researchers therefore want to find out what are the common factors affecting the reading performance of a child, thus, the study. Chapter III RESEARCH METHODOLOGY This chapter presents the procedure utilized in the collection of data, the method employed in the presentation and interpretation to answer the problems presented in Chapter I. Research Design This study utilized the descriptive method of research. Descriptive because it seeks to investigate prevailing conditions about the level of reading performance of the respondents in terms of word recognition. (Adanza, 2002). Sources of Data Table 1 Frequency and Percentage Distribution of the Respondents in Terms of Grade Level and Section Grade Section Frequency Percentage Grade III-B 41 47.67% Grade IV-B 45 52.33% Table 1 presents the respondents of the study which is composed of 41 grade III pupils belonging to section B and 45 pupils in Grade IV also in section B. This so because Grade III and IV are the middle grades in elementary and both section B for it is on the average position thus, they are better representatives for the study. Instrumentation and Data Collection The researcher adopted the Phil IRI oral reading test of the Bureau of Elementary Education SY 2006-2007. After asking permission from the principal, the researchers administered testing with the help of the teachers. The researchers adopted the Phil IRI oral reading test formula for finding the level of reading performance in terms of word recognition. Tools for Data Analysis The researchers used frequency and percentage counts for the presentation of data and the chi-square to test the hypothesis of the study. The formula for finding the level of reading performance in terms of word recognition which is adopted from the Phil IRI oral reading test is: Percent of miscue= No. of major miscue x 100 No. of words WR = 100% percent of miscue Where: No. of major miscue number of words that are not recognized or pronounced right. WR Level of word recognition For the percentage distribution, the formula used is: P = f/N x 100 Where: P Percentage f frequency N total number of cases or respondents For sub problem number 2, the researchers used the chi-square-goodness-of-fit test, that is: X2 = à ¢Ã‹â€ Ã¢â‚¬Ëœ(O-E)2 E Where: X2 = Chi-Square O = Observed Frequency E = Expected Frequency Chapter IV RESULTS AND DISCUSSIONS This chapter presents and discusses the results of the study to answer the problems in chapter I Table 2 Frequency and Percentage Distribution of the Grade III pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 17 41.46% Frustration 19 46.34% Nonreader 5 12.2% Total 41 100% The table shows that nobody is considered as independent reader. There are 17 (41.46%) who are under instructional, 19 (46.34%) under frustration and 5 (12.2%) under none-reader. Table 3 Frequency and Percentage Distribution of the Grade IV pupils in Terms of Level of Word Recognition Level Frequency Percentage Independent 0 0% Instructional 8 17.78% Frustration 35 77.78% Nonreader 2 4.44% Total 45 100% It is visible in the table that nobody also from the grade IV pupils is under independent category. Also showed that 8 (17.78%) are under instructional, 35 (77.78%) are lined at frustration category and 2 (4.44%) under none-reader type. Table 4 Frequency Distribution of the Respondents according to the Level of Reading Performance in Terms of Word Recognition With their corresponding Grade Levels Level Grade level Independent and Instructional Frustration and Non-reader Total Grade III 17 24 41 Grade IV 8 37 45 Total 25 61 86 Table 4 shows variation of the level of word recognition among the respondents. Table 5 Computation of the ChiSquare O E O-E (O-E)2 (O-E)2/E 17 11.92 5.08 25.81 2.1653 8 13.08 -5.08 25.81 1.9732 24 29.08 5.08 25.81 0.8876 37 31.92 -5.08 25.81 0.8086 à ¢Ã‹â€ Ã¢â‚¬Ëœ (O-E)2/E 5.8347 Where: at df = 1, the level of O Observed frequency significance at „ƒ = 0.05 E Expected frequency is 3.841 (Walpole, 1982) df = 1 „ƒ = 0.05 From the table 4, at 1 degree of freedom, the tabular value of chi-square at „ƒ = 0.05 is 3.841. Since, the tabular value is lesser than the computed value which is 5.8347, the hypothesis is rejected. Thus, there is a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition Chapter V SUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary, conclusion and the recommendations of the researchers based on the study. Summary The study was pursued to find out the level of reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It sought to determine also whether there is significant difference between the two grade levels in terms or reading performance with regards to word recognition. The study used the descriptive method using checklist for the actual reading performance. This research was conducted from June to December 2006. Findings The researchers found out that 17 or 41.46% grade III pupils are under instructional or are rhythmical reader with conversational tone and correct interpretation. There are also 19 or 46.34% who shows withdrawal from reading situations by crying or refusing to read and committing errors. On the other hand, 8 or 17.78% of the grade IV are under instructional type, 35 or 77.78% are considered under frustration type while 2 or 4.44% are non-readers and lastly, nobody also is under independent type of reader. The bottom line is, it was found out that there is significant difference between the grade III and grade IV pupils in terms of level of reading performance with regards to word recognition. Conclusion Based from the analyzed data presented, the researchers concluded that grade III and grade IV pupils level of reading performance in terms of word recognition is mostly on the bracket of frustration and instructional type of readers, that is they show withdrawal from reading situations by crying or refusing to read and committing errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation but others are rhythmical with conversational tone and correct interpretation. Recommendation From the findings of the study, the researchers recommend the following: Having been revealed that the level of reading performance of the grade III and grade IV pupils in terms of word recognition falls under the frustration and instructional type, the researchers recommend teachers to use more intensified instruction for the betterment of the reading performance of the pupils. The researchers also wish that future researchers will focus also on reading performances of the pupils in other aspects such as comprehension, speed and others.

How Pollution Affects Ecosystems and the Global Climate Essay example

How Pollution Affects Ecosystems and the Global Climate Introduction The main theme of our lesson is how pollution affects ecosystems and the global climate. We aim to teach 4th and 5th grade students about erosion in order for them to gain awareness about the anthropogenic (human-induced) impacts on the environment and global climate change as well as to generate ideas on how they can reduce their own ecological footprints. We feel this is important because the lesson not only educates students, but also motivates them to take action. This lesson will cover many of the Colorado State Academic Standards, not only science-related (Physical and Life Sciences, Science as an Inquiry, and Science in Personal and Social Perspectives), but also those pertaining to geography (Human Systems and Environment and Society) and language arts (Communication Skills and Strategies and Applying Language Skills). There are four essential components to the lesson. The first will serve as a formative assessment of students’ knowledge of pollution by playing a game which asks â€Å"have you ever† questions (for example, â€Å"have you ever heard of global warming?†). This activity is significant in our lesson because it is a hook to get students thinking about the ways they already help and hurt the environment. The next part will introduce students to the concept of an ecosystem, a fundamental unit of the biosphere. We will present the students with a fish inside of a bowl of water and ask whether or not they think this is an ecosystem. We will then add various other living and non-living components and ask the students each time. Afterwards, we will explain the concept of an ecosystem in further detail. The next activity com... ...obal_climate_change>. Cohen, Jordan, and Nick Hopwood. "Greenhouse Gases and Society." University of Michigan. 26 Sept. 2006 . "Ecosystems." Thinkquest. 26 Sept. 2006 . "Greenhouse Gases: Frequently Asked Questions." NOAA Satellite and Information Service. 1 Dec. 2005. National Oceanic and Atmospheric Administration. 26 Sept. 2006 . "National Council for the Social Studies (NCSS) Standards Key." CSI: Climate Status Investigations. The Keystone Center. 26 Sept. 2006 . â€Å"Types of Pollution.† Pollution: A Global Threat to the Environment. 2001. Thinkquest. 27 Sept. 2006

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Sun King essays

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