The Gravity of Words free essay sample

I excitedly hurried my morning routine on that cool Tuesday in March as I slipped on my handmade earrings. I waited so anxiously to wear them after the many hours I spent tying six knots too many to prevent gravity from stealing the bulky turquoise beads from me. I posed before my bathroom mirror while watching my ten-year old reflection smile back at me with her well-decorated ears that anticipated many compliments. Similar to the proximity of my earlobes to the â€Å"latest fashions,† I was way off with my predictions. Instead, sheer humiliation stripped my ears nude when heartbreaking words penetrated through them. As I put my backpack down in Mrs. Provenzano’s fifth grade classroom, I heard a sassy little voice sneer, â€Å"Oh. My. GOD! Natalie! Why are you wearing those earrings? They’re SO ugly!† Cassidy was the queen bee and stung freely with the weaponry of words. But words can also spread leadership until it pours out, soaking those around with positive enlightenment. We will write a custom essay sample on The Gravity of Words or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So I verbalized some of the many hardships faced by barefoot people—those in poverty around the world—to my peers and used words to help initiate and advertise a shoe drive. Nearly four hundred lives were improved, and I owe a lot of this to the power of language. Language matters, regardless of which one. I spent some afternoons teaching second graders how to speak Italian last year, and it reminded me of how much global cultures rely on words to communicate feelings, beliefs, facts, or even lessons, such as how I used English to explain how to say, for instance, â€Å"Ciao, mi chiamo Natalie. Come stai?† It keeps us together and steadily moving forward. That same spring, I found myself peer coaching the jumpers on my track team. My friend, Brittani, was training to break fourteen feet on her long jump; it was the requirement for a varsity letter. During the penultimate meet of the season, she jumped just a foot shy of the varsity requirement, but her jump still gave her third place. Her attitude began to morph from collected and focused to excited and distracted. But I remembered how desperately Brittani wanted to reach her goal. I used words of encouragement to remind her of her capabilities. Her breathing and concentration grew dee per. She then stood at the runway with glowing confidence and jumped fourteen feet and one inch. Being able to recognize the many pathways words can take—be it positive means of communication or an arsenal of destruction—I have learned through my transition into adulthood. In other words, the fact that words had the ability to change my entire opinion of my very own earrings shows me how much power words truly have. Sometimes the gravity of words is stronger than that of the Earth; after all, Cassidy’s words were what pulled the earrings off, not the weight of the beads. If words can defy gravity, it’s my mission to use them to lift up others until no force can pull them down.

Being John Malkovich essays

Being John Malkovich essays The initial goal of many films is to establish a believable world that mirrors our own society. This is to give a legitimacy to the film, to allow the viewer to think about how similar the people on the screens lives are to their own. Some fantasy films, in contrast, tug at the viewers imaginations in order to transport them to a fairytale world a long ways away where a magical story takes place. Rarely is a picture set in a world comparable and mistakable to our own, yet strange and quirky. One such film that challenges viewers glimpses into reality is Being John Malkovich, directed by Spike Jonze. The awkward world of the film is vital because it sets the stage for future peculiar events that must be accepted for the film to make its thematic statement. The film opens in what appears to be a normal city setting. The main character, Craig Schwartz (played by John Cusack) is a down-and-out puppeteer waiting for his big break. His wife, Lotte (Cameron Diaz), works in a pet store and likes to take her work home with her in the form of numerous animal companions populating the Schwartz household. Other than the fact that Cameron Diaz looks strange with her brown frilly hair, a rational world is established. They are a typical young married couple, struggling to make ends meet, experiencing sexual tension as Lotte wants to have a baby but Craig does not seem to be very interested, and living in a fairly old and run-down dwelling. All in all the film creates a fairly normal and believable atmosphere. Suddenly, strange ideas and events take place which, in the world of the film, are generally accepted without a second thought. Craig applies for a job at Lestercorp, a company that lies on the seven and a half floor of an office building. As a result, the ceilings are unusually low. During his "orientation" he is shown a film explaining in a ludicrous way why the floor was built the way it was. It is importa...

Patient experience Coursework Example | Topics and Well Written Essays - 250 words

Patient experience - Coursework Example Quality and patient experience are interrelated to each other. â€Å"A positive patient experience is related to better health outcomes† (Johnson, 2014). A good patient experience depends mainly on the quality of care a patient receives during hospitalization and a bad patient experience also depends on the quality of care. Therefore, we can say that quality and patient experience go side by side in creating the image of any healthcare facility. If patient experience is not the best measure of health care quality, the alternatives that I would recommend as the best measure include measuring the increase or decrease in the number of patients coming to the healthcare facility and analyzing public perception about the healthcare facility. If people are satisfied with the quality of care, the number of patients coming for treatment increase and the opposite occur in the other case. Similarly, a survey can be conducted in which people living nearby the healthcare facility should be asked questions about the facility. If public perception about the facility will be good, it will mean that the facility provides a high quality of care to the patients. There can be the two alternatives to measure the quality of care being provided by any healthcare facility. Shattell, M., Hogan, B., & Thomas, S. (2005). "Its the people that make the environment good or bad": the patients experience of the acute care hospital environment. AACN Clin Issues, 16(2), pp.

A Rose for Emily Research Paper Example | Topics and Well Written Essays - 1500 words

A Rose for Emily - Research Paper Example This situation injured Emily and her world was divided into before and after. Representing the main character the author makes an allusion to the New South. By such type of personification and allusion the author shows the New South as independent and mighty fighter for rights. The story is worth-discussing, thus the given paper will try to answer the question why Emily arouses sympathy with readers notwithstanding that she is a murderer. The first issue that will be discussed is the correlation of past and present as well as their confrontation. The main heroine Emily still lived in her past, thus she suffered a lot. She was not ready to get rid of the ties, which were important for her. From this side the murder of Homer can be easily explained. She did it intentionally. He was her lover and she wanted to keep him and the feeling, so the best way to do that was to murder him. The reader can feel a motif of independence and superciliousness. Emily scorned all the tittle-tattles abou t her private and social life that appeared in the town. Her relations with her beloved Homer belonged to her private life and the main problem of her social life was her refusal to pay taxes that became the subject of gossips. The act of murder can be interpreted as a symbol of independence. We can notice that this independence is also portrayed in her appearance. â€Å"She carried her head high enough - even when we believed that she was fallen. It was as if she demanded more than ever the recognition of her dignity as the last Grierson; as if it had wanted that touch of earthiness to reaffirm her imperviousness† (p.82). Iron-grey hear of Emily arouses a number of associations. Emily tried to live and conduct her personal life without any superstitions. The important question is what the hidden sense is and how it was depicted by the author. There are a lot of interpretations that refer to the plot of this story, its concealed meaning and secret sense. It is essential one s hould pay special attention to the methods and devices, which were applied by the author to create intrigue. Faulkner is not only a great narrator, but also a master of symbolism and characterization (O'Connor). It was mentioned that the iron-grey hair of Emily symbolized strength and independence. Another important symbol is the rose. It is one of the main and the most significant symbols in the story. If to analyze the story deeper it is possible to see that characters of the story are the prototypes of Old and New South (Fetterley 194). In order to understand the character of the main heroine better, it is essential to pay special attention to Homer Barron; the author depicted him as one of those men who liked to drink with younger guys. Women usually do not like such behavior and Emily was not an exception: â€Å""She will persuade him yet," because Homer himself had remarke

Is it over-ambitious to expect spatial planning to deliver better Essay

Is it over-ambitious to expect spatial planning to deliver better health - Essay Example started developing sewer systems in all cities in order to address the outbreak of epidemics such as cholera, influenza and tuberculosis (Jackson 2011, p 23). In the last two decades, there has been considerable interest in the relationship between the fields of urban planning and public health in order to address the major health concerns (Greed, 1999, p 9). Currently, the role of government in urban environment and city planning has been critical in enhancing the health of population since city planners issue built environment regulations and zoning laws that determine the design of the infrastructure, sewer systems, roads, public spaces and social amenities in the neighborhoods (Boone and Modarres 2009, p 30). Spatial planning leads to better health and sustainable communities. Planning concepts such as Spatial Urban Health Equity Indicators (SUHEI) allows the urban planning authorities to determine the relationship between exposure to health hazards and health effects. The initial goal of planning was to offer healthy living conditions for the growing urban populations, but recent planning efforts focus on the importance of space and place in the communities (Cullingworth and Nadin, 2006, p 9). According to environmental research, the surrounding social, biological, chemical and physical factors determine the quality of health of an individual since factors such as unemployment, unsafe neighborhoods, noise and radiation negatively affect the health and wellbeing of an individual. The Driving force-Pressure-State-Exposure-Effect-Action (DPSEEA) model outlines that driving forces push the environmental factors that that ultimately pressure the environment through human exploitation thus exposing human beings to conditions that turn out to be environmental h azards (Jackson, 2011, p 13). The Multiple Exposures-Multiple Effects (MEME) model outlines that contextual factors such as economic development, demographics and social conditions influence the exposure to

Fractions In The Mathematics Curriculum Education Essay

Fractions In The Mathematics Curriculum Education Essay This chapter reviews the relevant literature related to the study. It will explore the overview of the topic and theories that are related and relevant to the study. The study can be divided into two main themes-, the issue and the intervention. The issue here refers to learning problems associated with Fraction which includes the place of the subtopic in the Brunei Mathematics Curriculum, review of previous research on students difficulty and underlying theories related to the topic. The intervention describes how the instruction will be carried out, what are the relevant instructional type of intervention used, the theory behind the choice, including previous research on the choice of intervention. These are then referred to the Brunei SPN-21 curriculum framework. 2.1 Issue: Fractions 2.1.1 Fractions in the Mathematics Curriculum Fractions are first introduced to pupils in Year 2 in Brunei mathematics curriculum. The curriculum keeps revisiting the topic of fractions at different depth up to secondary education. The syllabus content for O Level Mathematics outlined the expected outcome in this topic. Students are expected to be able to use the language and notation of simple vulgar and decimal fractions and percentages in appropriate contexts, recognize equivalence and perform calculations by suitable methods, with and without a calculating aid in involving fractional operations (Cie,2012). The Curriculum Development Department (CDD), Ministry of Education, Brunei Darussalam has outlined the learning outcomes that should be attained by students at each level as shown in Table 1. Table 1: Placement of Fraction in the Brunei Syllabus Year Learning Outcomes 2 Understand the ideas of fraction as a part of a whole Use fraction chart to name fractions with denominators up to 10. Name simple fractions based on fraction diagrams. Shade simple fractions on given diagrams. Demonstrate that when all fractional parts of a whole are included the result equals one whole. Read and write for example; = 1 , = 1 , = 1 3 Use fraction chart and number line to recognize and name fractions with denominators greater than 10. Shade or colour fractions with denominators greater than 10. State the numerator and the denominator of a given fraction. Compare like fractions. Order like fractions in order of size. Compare unit fractions .(S) Arrange unit fractions in order of size. .(S) Use diagrams or fraction chart to recognise equivalent fractions. (S) Compare unlike fractions. (C) Arrange unlike fractions in order of size. (C) Add and subtract like fractions within one whole. 4 Determine equivalent fractions of a given fraction with denominator à ¢Ã¢â‚¬ °Ã‚ ¤ 10 Reduce a given fraction to its simplest form Compare and order fractions with denominators Convert improper fractions into mixed numbers vice versa (S) Addition and subtraction of like fractions with results >1 Add and subtract related fractions(C) Solve word problems. (SC) 5 Add and subtract related fractions Add and subtract unlike fractions Multiply fractions (include mixed numbers) by a 1-digit whole number Divide fractions (include mixed numbers) by a 1-digit whole number (C) Interpret fraction as division Solve word problems (M, SC) 6 Apply concept of fraction in estimating answers in computations. (e.g. less than 2; is slightly more than 52, etc.) (C) Understand fraction as part of a set Find a fraction of a set Divide fractions (including mixed numbers) by a whole number (C) Multiply a fraction by another fraction (S) Divide a fraction by another fraction (S) Solve word problems (M, SC) 7 Perform operations on fractions without / with the use of the calculator. Apply fraction as part of a set and as a division of two numbers in various contexts. Recognise place values of digits in a given decimal. Convert between fractions and decimals. Compare fractions and/or decimals using words and symbols: , à ¢Ã¢â‚¬ °Ã‚ ¤, à ¢Ã¢â‚¬ °Ã‚ ¥ and = (CDD documents, 2010) After Year 7, fraction is incorporated into other topics such as algebra, everyday mathematics and measurements. The content of the topic is designed by using Bruners spiral curriculum. Jerome Bruner, a renowned psychology in the constructivist theory, believed that any subject could be taught at any stage of development in a way that fit the childs cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery. As shown in Table 1, the topic is revisited from Year 2 to Year 7 in different depth. 2.1.2 Students difficulty in learning and understanding Fraction It is well documented that fractions are among the most complex mathematical concepts that children encounter in their years in primary education (Newstead Murray, 1998, Bezuk, Cramer Streetfland, 1991). Hartung (1958) acknowledged the complexity of the fraction concept that cannot be grasped all at once. He also cited that knowledge of fractions must be acquired through a long process of sequential development. This is probably one of the reason why in our curriculum framework, the topic is being taught in stages from as early as when the children are in Year 2, and is developed as they grow older to a more complex form. Experts have outlined a number of reasons to explain students difficulty with fractions. Some researchers had point out the causes for the low performance in this topic (e.g Kerslake, 1986,Hart, 1988, Domoney, 2002, Hannula, 2003). One of the predominant factors contributing to the complexities is the fact that fractions comprise a multifaceted notion encompassing five interrelated sub-constructs which are part-whole, ratio, operator, quotient, and measure (Brousseau, Brousseau Warfield, 2004; Kieren, 1995; Lamon, 2001). It has been suggested that children should develop an integrated understanding of different sub constructs (Post, Cramer, Bejr,Lesh, Harel,1993). Other factors which contribute to the students weakness in fractions is that fractions cannot be counted and there are infinite numbers of fractions between any two fractions, as reported by Robert Siegler (2010). Students tend to memorize formulas or algorithms instead of understanding them. Students also have a difficulty in incorporating concept into practice, example is that students do not know why addition and subtraction require a common denominator. Although being exposed to the computing of fractions from primary school, students in secondary school still make significant error in the addition and subtraction of fractions (Wan, 2002). Studies have also established that students difficulties are mainly due to lack of conceptual understanding of fraction itself. Students had good procedural understanding of fractions as this had been the method taught to them since primary school. (Moss Case, 1999). The development of conceptual understanding involves seeing the connections between concepts and procedures, and being able to apply mathematical principles in a variety of context.(BOS NSW, 2002). A number of recent research studies in Brunei Darussalam have confirmed that pupils in schools are drilled into application of rules and formulas at the expense of mathematical understanding (Veloo and Lopez-Real, 1994; Wong and Veloo 1996; Clements, 2002; Lim, 2000; Khoo 2001; Norjum Veloo, (2003); Veloo and Ali Hamdani, 2005). This is further supported by a report on error analysis on students performance in PMB 2008. The report revealed that students were mostly drilled to do mathematical rules without understanding (MOE, 2008). Study in Brunei on Primary 5 and Primary 6 pupils, had identified some common error patterns, namely grouping error, basic fact error, defective algorithm, incorrect operation and careless error. (Yusof Malone,2002). The study also reported that although the students achievement in the post test had improved but their performance on fraction work remained unsatisfactory particularly on basic operations. Various studies in Brunei primary schools (Clements (1999), Fatimah (1998), Jabaidah (2001), Leong, Fatimah Sainah (1998) Raimah (2001) ) also revealed that pupils in the upper primary school find fractions to be extremely difficult and most of them had no relational understanding of fraction concept. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei also found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of stud ents. Despite being a difficult and complex topic, fraction is one of the main topics in the Brunei Mathematics syllabus, and is being taught formally as early as in Year 2. Wu (1999), cited that fraction understanding is vital to a students transformation from computing arithmetic calculations to comprehending algebra. In Year 7, students are expected to know and understand the sub-constructs of fractions, and are able to perform operations using fractions fluently. They should have acquired the conceptual and procedural understanding of fractions. Addition and subtraction of fractions was first introduced to pupils in Brunei in Year 3 and continued in different depth to secondary education. Although students have been exposed to computing of fractions as early as in Year 3, they still make significant errors in addition and subtraction of fractions in secondary school (Wan,2002). Samsiah (2002) in her study on Primary 6 pupils in Brunei Darussalam found out that pupils don not acquire accurate procedural knowledge for carrying out fraction operations and she further recommended that teaching and learning environment need to be created which are conducive to a healing process. Common errors in addition and subtraction of fractions is the classic error of adding or subtracting the numerator and denominator. This implies that students were thinking of fractions in a disjointed rather than holistic manner. Students difficulties in fractions could be seen as a global phenomena as being discussed. Recognizing the difficulties and acknowledging the importance of fraction in mathematics education makes this study of great significance to the researcher and mathematics teachers. 2.1.3 Students confidence Concentration, Confidence, Competitive urge, Capacity for enjoyment (Arnold Palmer) Confidence is a state of being certain whether the hypothesis or prediction is correct or that a chosen course of action is the best or most effective.   According to Jones (2001), the self-confidence is the assurance that a person has in his or her own abilities. Self-confidence is also defined as the sureness of feeling that you are equal to the task at hand. This sureness is characterised by absolute belief in ability. Bandura (1986) reasoned that the most important source of information on students confidence comes from the mastery experience. The term mastery experience implies that individuals are to reflect on and evaluate their own performance. Self-confidence is extremely important in almost every aspect of our lives, yet so many people struggle to find it. Sadly, this can be a vicious circle: People who lack self-confidence can find it difficult to become successful. In order to develop confidence in Mathematics, students need to be provided with opportunity to use mathem atics in a real context. 2.2 Intervention and Remediation According to a study by Kroesbergen and Van Luit (2003), intervention is used to teach basic math skills and problem-solving strategies for students with special needs. Remediation is the effective re teaching of material not previously mastered when it was originally taught, according to a research study for the Southeastern Regional Council for Educational Improvement by Gypsy Anne Abbott and Elizabeth McEntire. A successful remediation strategy covers any prerequisite concepts or skills needed to understand the current objective. Students who did not learn the material the first time it was taught may simply need reteaching or a fresh approach, while students with problems learning may also need modifications to the lessons and assessments, more time to complete assignments or shortened assignments. In this study, the researcher is doing remediation programme adopting the Learning study strategy in two cycles. First cycle is addressed at improving students conceptual understanding of fraction, particularly looking at equivalent fraction which is the pre requisite for addition and subtraction of fraction with different denominators. The second cycle is aimed at improving students fluency in doing operation with fractions. The pre-test is administered before the intervention programme is carried out. This is to find out the students knowledge of the problem being investigated. The post-test is administered at the end of cycle 2. This is as a measure of the learning which might take place as a result of the intervention. 2.2.1 Learning Study Learning Study is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the effectiveness of the learning experiences. It is most effective when supported by an expert to offer constructive advice and support Learning study is similar to the Japanese Lesson Study (Yoshida,1999 ; Stigler Hiebert, 1999). It is aimed at improving students learning in a cyclic process of planning and revising lesson by a group of teachers. The theory of Variation (Marton, Runesson, Tsui, 1997) forms the basis of the theoretical framework of Learning Study. According to variation theory, learning is defined as a change in the way a person experiences a particular phenomenon and is associated with a change in discernment in that persons structure of awareness (Marton Booth, 1997; Marton Tsui, 2004; Marton Pang, 2006). In designing the patterns of variation and invariation, teachers are advised to use the principles of variation, as follows: The principle of contrast teacher to give contrasting example (e.g. Fraction and Whole number) The principle of separation to test one variable, change the other variable. (e.g to understand relationship of numerator to the value of fraction, vary the numerator and keep the denominator invariant) The principle of generalization to generalize a concept, different examples of the same value are given (e.g to generalize the concept of , give all kinds of examples involving say half of an apple, half of an hour etc The principle of fusion vary different dimensions simultaneously (e.g. to understand two critical aspect of numerator and denominator, vary both at the same time, systematically) The main focus of learning in the SPN-21 curriculum is the learner, with emphasis on the teaching and learning for understanding. Learning study is one of the strategies which focus on the teaching and learning for understanding. It is the aim of the Ministry of Education to provide continuous professional development in order to help teachers to improve their understanding of teaching. To support this, Learning study group of secondary school teachers had been set in Brunei to improve teaching and learning of science and mathematics. Learning Study is a process where teachers work collaboratively to plan teaching strategies by focusing on the students needs. It builds teacher knowledge about how students develop mathematical understanding. Learning Study aims to advance student learning through building a sequence of learning experiences, reviewing the lessons and evaluating the effectiveness of the learning experiences. It is most effective when supported by an expert to offer constructive advice and supporTeachers are encouraged to use different approach to their teaching for the improvement of learning in Brunei. Dato Seri Setia Awang Hj Yusoff Hj Ismail, the acting Minister of Education, in his speech at the opening of the World Association of Lessons Studies (Wals) Conference 2010 mentioned on the importance of lesson study and learning study to improve on the teachers understanding of their teaching. He further added that the challenge is to ensure that collaborative enquiry trough lesson and learning study takes root in the culture of our school (Brunei Times,2010 Dec) 2.2.2 Use of Manipulative in Mathematic I hear and I forget, I see and I remember, I do and I understand (Confucius, 551-479BC) Mathematics education today are moving towards the facilitation of students understanding and conceptualization rather than drill and practice of rote procedures (Heddens,1986). This is in line with the SPN-21 curriculum framework which also give emphasis on the teaching and learning for understanding. One of the ways to promote understanding is by using manipulative. Manipulative are physical object help to make mathematical concepts become concrete. Research in many countries supports the idea that the mathematics instruction and students mathematics understanding will be more effective if manipulative materials are used (Canny, 1984; Clements Battista, 1990; Dienes, 1960; Driscoll, 1981; Fennema, 1972; 1973; Skemp, 1987; Sugiyama, 1987; Suydam, 1984) Allowing students to use concrete objects to observe, model, and internalize abstract concepts will yield a positive effect on students achievement (Sowell,1989.,Ruzie and OConnel,2001) . Manipulative allows students to construct their own cognitive models for abstract mathematical ideas and processes. They are also engaging students and increasing both interest and enjoyment of mathematics. Long term interest in mathematics translates to increased mathematical ability (Suton Krueger, 2002). 2.2.3 Games in Mathematics Classroom Games are seen to be fun, not only motivating but ensuring full engagement, particularly through reflection and discussion, on which constructive learning depends (Booker,1996). Games are also valuable for simulating and encouraging mathematical discussion between group of children and between students and teacher (Earnest, 1986). Students may build on their prior knowledge and forms links between the game and their everyday surroundings (Bragg, 2006). Bragg further added that through the use of games, students ability to work independently of the teachers and others helps them to build confidence through achieving success in classroom. Games offer mathematics teachers a way of practicing and reinforcing arithmetic and other mathematical skills, as well as supplementing for drills and practice-problems. Games are seen as a way of presenting high level mathematics concepts in a simple and non-threatening way. Although games has been seen as a beneficial tool in mathematics classroom (Bragg,2006; Booker,2000; Gough,1999; Anily,1990), it is also important to ensure the structure of the game support learning, for learning to take place (Swansed Marshall, nd). Learning outcomes related to the games should be clearly specified to make the usefulness of games explicit to students (Bragg, 2006). In this study, the game of I have.. , who has? is used. The game is chosen because it involves the whole class and easy to administered. The rule is also very simple In this game, students have to be attentive and at the same time try to figure out the answer that match their cards. 2.2.4 Use of Video song Music is chosen as another mean of helping students to understand the topic. Music establishes a positive learning state and energizes learning activities. Songs and rhythmic chants invite the students to become active in the learning practice. Music adds an element of fun while helping accentuate the lesson orientation. Songs help stimulate the students imagination. Music helps ease tension through work that does not feel like typical classroom work. The melody, rhythm and repetition collaborate together as an effective tool in improving students memories, which in turn will establish good retention of the topic Music is a universal language which promotes reading, creativity, and comprehension skills all at the same time(Wright,2009). Don McMannis, an expert on childrens music, mentioned the positive effect of music on peoples emotions and creativity. He also agreed that music is an effective medium for learning and retaining information, in a way that it activates three different centers of the brain at the same time: language, hearing, and rhythmic motor control (Elias,2009). Music is considered as one of the avenues for learning proposed by cognitive phychologists in the theories of multisensory learning (Harris,2009). Music is viewed as a multi-sensory approach to enhance learning and retention of academic skills. The music activities used will directly carry the curriculum content that the student is to learn. For example, if the student is to add single digit numbers, the lyrics to the educational song or chant will deal directly with that target skill. Research supports the use of music as a mnemonic device for the learning and recall of new information. Music also plays a role in focusing attention and providing a motivating environment for learning. In addition, educational research confirms that we learn and retain information better when we find it interesting and meaningful. In this study, a video song from you tube, called the Mathe Mia Addition of Fractions, is used. The lyrics of the song summarize how to do addition and subtraction of fractions, from common denominators to unlike denominators and the mixed numbers. After the students have acquired the intended learning objectives, the video song will helps them to recall and retain the information learnt. 2.3 Summary It is well documented that fraction is one of the most difficult topic in Mathematics. Fraction has been taught to students in stages; from as early as when they are in Year 2. Understanding how fraction works is needed in life and other field of study. It is therefore important to establish good foundation in this topic. Lesson study is being practised worldwide and has proven a successful and effective method of enhancing teaching and learning. The ministry of Education has encouraged schools to practice lesson or learning study to help teachers and students in their teaching and learning. Teachers are also encouraged to use of different teaching strategies in enhancing students learning. The use of Manipulative in teaching and learning had been established in the education system. The effectiveness of games in promoting students learning had also been well documented. Games give an alternative way of learning in a fun, enjoyable and non-threatening way, which in turn will boost students motivation and confidence. Research had found out the positive impact on the use of music in education, although it is not a very popular means of teaching in the secondary schooling. Through the use of different strategies, students learning of the subject might yield positive result.

Compare Lamb to the Slaughter and The Speckled Band Essay -- English L

Murder mysteries - Compare Lamb to the Slaughter and The Speckled Band. Murder mysteries all have a similar plot consisting of a body, a motive, a weapon, a suspect, an alibi, and detectives. Viewers and readers expect this in the text, Lamb to the Slaughter and The Speckled Band are no exception. The structures of the two stories are very different, with The Speckled Band story unfolding in chronological order, finding out the murderer right at the end, however in the Lamb to the Slaughter, the murderer is known at the beginning of the story. The two stories are seen from two different points of view, first-person narrator in The Speckled Band as Dr Watson character within the story and therefore limited in understanding and the all-knowing third-person narrator or omniscient in Lamb to the Slaughter as the narrator stands outside the story itself and guide the reader's understanding of characters and the significance of their story. Most murder mysteries have the typical victims, murderers, and detectives; this is especially true in the older murder mysteries by Sir Arthur Conan Doyle. The Speckled Band has a typical detective, the famous detective being Sherlock Holmes with his deer stalker hat and pipe always deep in thought about the investigation "his arms folded, his hat pulled down over his eyes, and his chin sunk upon his breast, buried in the deepest thought". But in the Lamb to the Slaughter the detectives are so foolish and naives, a complete contrast to Sherlock Holmes. Sherlock Holmes comes across as a typical fictional detective. In addition Miss Stoner, in The Speckled Band is a typical victim, vulnerable, anxious, weak and scared. She say's " It is not cold which makes me shive... ...ir Arthur Conan Doyle story is set in a period of over 100 years ago. Both of the murders are set in the family home. In the Lamb to the Slaughter, "The room was warm and clean, the curtains drawn, the two table lamps alight." "The bedrooms in this wing are on the ground floor, the sitting-rooms being in the central block of the building," describes the house of Dr Roylott in The Speckled Band. From my perspective I think that the Sir Arthur Conan Doyle story, The Speckled Band is the most successful out of the two, as the author made the main character, Sherlock Holmes such an intriguing and interesting character, which draws the audience in. He leaves the reader in suspense until the end of the story until the murderer is revealed. Sir Arthur Conan Doyle's stories are so well-know due to the stories being turned into films and shown on the television.

Psychological Barriers in Communication Essay

1. These barriers are categorized in the way which effects the communication psychologically. In other words the psychological barriers effect the communication in three ways. a. Emotional. b. Perceptual. c. Selectivity. 2.Emotional Barriers. As we know that emotions directly effects the communication. In other words the success and failure of the communication also depends upon the emotions of a communicator. The more the emotions of a communicator are devoted to the communication, the more the more the communication would be effective and helps in achieving the goal for the specific purpose. 3.This rule does not only apply on the communicator, but the audience as well. It depends on the audience’s response to the communication. If the emotions of the audience are attached with the communicator the communication would be successful but it fails in the opposite case. Its psychology of a person that for effective communication two individuals must be emotionally attached but if it is not the case, the communication will be ineffective. 4.Lets take an example of a political gathering, a politician standing and delivering his speech to the audience who support his party, now among those people there must be some people of the other political party, the people of his own party would be at high morale during his speech and become charged by his each word, this is because they are emotionally attached to that leader, but the other hand the people of his opposing party give a deaf ear to his words and take them as a political drama, so the communication to those people becomes ineffective between them while it will be effective between him and his party followers. 5. Now let’s take an example of two brothers Khalid and Tariq. Khalid is the elder brother. Khalid wants to forbid Tariq to meet his friends whom he thinks are a bad company. Now there are two ways of saying so to his brother the one is the polite way and the other is the harsh way. It depends on the emotional attachment of two brothers that which way would be accepted by  Khalid. There would be no emotional barrier among them and the communication will be successful but in the other case if Tariq does not bears the strictness of Khalid he will refuse his orders and will continue with his doings, so in this way there is a barrier in communication between them. 6. Perceptual Barriers. Perception is the process of gathering information through our senses, organizing and making sense of it. Previous experience and learning, attitudes and interests, needs and feelings, and the current situation all affect perception. All people do not â€Å"see† the same thing when looking at a visual image. Perception differs from individual to individual due to a variety of personal, socio-economical, and cultural differences. Age, gender, race, and past experiences are examples of personal perception filters. Young children, teenagers, and adults â€Å"see† things differently. As they grow and develop, children learn to see and comprehend relationships and themes from visuals instead of simply seeing individual objects and shapes. Socio-economic filters include occupation, level of education, environmental factors, and family upbringing. Cultural filters include language, For example, Eskimos have many unique words describing different kinds of snow. Not just adjectives that go in front of a standard word for snow, but totally different words. Customs, belief systems, and historical perspective every characteristic of an individual influences what that individual chooses to see, hear, taste, touch, and smell. How information is interpreted to create meaning for an individual is also influenced by his/her unique make-up and background. The communication becomes ineffective due to these misperceptions. There are further three cases of failure of communication due to wrong perception. It also depends upon the frame of reference of one’s mind which basically controls the perception of an individual. 7.In first case, people perceive thinks differently sometimes they think totally opposite to the thing which is being under discussion or being delivered to them. In another case example people sometimes fill in the information without checking accuracy. Even though there is no square in the image shown on right but our brain just fill in and perceives that there is a square in above image. Hence perceptual barriers are due to the different ideas and concept of people which they acquired from their lives and experiences, so there should not be any wrong perception for achieving the goal of communication. 8.Selectivity.A final  set of psychological barriers exists because of competition for peoples’ time and attention- â€Å"The selectivity block†. We all are bombarded with information sources such as newspapers, magazines, technical journals, reports, memo, letters, meetings, radio, television, videotapes, computer printouts, terminal displays and electronic mail. 9.We simply cannot absorb all this information flowing our way, so, we must screen it selectively. One factor in the way people select is timing. Some messages that may be effective at one time might be blocked or even detrimental at another time. For example a letter of congratulation or condolence sent out immediately after the event is more effective than one sent later. A meeting about accident prevention gets more attention if it follows an accident than if it precedes one. A report turned in late may have a highly negative effect if your supervisor has been anxiously awaiting it or may have little effect if he is busy with other matters. 10. Another selection factor is context. In one research experiment, subjects were shown two identical pictures of a rail road train in a station. One captioned ‘parting’ and the other ‘arriving’ on a scale ranging from ‘sad’ to ‘happy’ the subjects tended towards ‘sad’ for the first and ‘happy’ for the second. The subjects received the same data but – the suggestiveness of the context- the captions influenced the way they perceived the picture. 11.In the business world, you might be more apt to read an article if it appears in a magazine you respect or a report if it is accompanied by a cover memo from your boss. Similarly, you might tend to pay more attention to a presentation if it is held in a boardroom or a well appointed conference room, or listen more attentively to a sales talk in an elegant restaurant or hotel. 12.One more aspect of selectively, we tend to remember the extremes and forget the middle ground. Think about comments you may have gotten from a teacher, a coach or a boss. Most people remember that most positive and the most negative and forget the neutral or middle ground comments. Therefore, your communication may be blocked or ‘selected out’ simply because it does not contain startling positive or negative news. Ref: 1.http://www.educ.kent.edu/community/vlo/perception/index.html Accessed on Saturday, 20 September 2014 at 4:30 PM 2. Google images : https://www.google.com.pk/imghp?hl=en&tab=wi&ei=zm8dVILnO4mCzAPgk4CgAQ&ved=0CAQQqi4oAg Accessed on Saturday, 20 September 2014 at 4:40 PM 3. http://www.scribd.com/doc/45753743/Note-on-Psychological-Barriers-to-Communication Accessed on Saturday, 20 September 2014 at 4:20 PM 4. Mary Munter, Business Communications: Strategy and Skills 7th Edition by Prentice Hall, 1987.

Free Essays on Brown V Board

Brown V. Board of Education of Topeka, 347, U.S. 483 (1954). â€Å"separate but equal† are inherently unconstitutional. They are a violation of the equal protection clause of the Fourteenth Amendment. Brown V. Board of Education of Topeka, 349, U.S. 294 (1955) The supreme court establishes judicial guidelines for local courts in the desegregation of public schools. Facts: A series of cases went to the Supreme Court from the states of Kansas, South Carolina, Virginia, and Delaware. Since all of the cases involved the same basic problem-black minors, through their legal representatives, seeking the aid of the courts in obtaining admission to the public schools of their respective communities on a non-segregated basis-all were determined by one decision of the Court. The Kansas case is taken as the nominal leading case. In the various states, the black children were of elementary or high school age or both. Segregation requirements were on a statutory and state constitutional basis except in Kansas where only statutory provisions were involved. Issue: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities? Decision: Yes unanimous vote (9-0) Brown v. Board of Education of Topeka, Kansas, decided on May 17, 1954, was one of the most important cases in the history of the U.S. Supreme Court, that is one of the reasons I have selected this case. The decision of the Brown case reformed the structure of education in a positive way. I feel this case is exceptionally relevant to us today, considering the current situation in which our country is involved. This case deals with racism, which is not only considered a reason we are at war but also an issue that affects us every day. Over the past couple of months news stories have surfaced involving racism again... Free Essays on Brown V Board Free Essays on Brown V Board Brown V. Board of Education of Topeka, 347, U.S. 483 (1954). â€Å"separate but equal† are inherently unconstitutional. They are a violation of the equal protection clause of the Fourteenth Amendment. Brown V. Board of Education of Topeka, 349, U.S. 294 (1955) The supreme court establishes judicial guidelines for local courts in the desegregation of public schools. Facts: A series of cases went to the Supreme Court from the states of Kansas, South Carolina, Virginia, and Delaware. Since all of the cases involved the same basic problem-black minors, through their legal representatives, seeking the aid of the courts in obtaining admission to the public schools of their respective communities on a non-segregated basis-all were determined by one decision of the Court. The Kansas case is taken as the nominal leading case. In the various states, the black children were of elementary or high school age or both. Segregation requirements were on a statutory and state constitutional basis except in Kansas where only statutory provisions were involved. Issue: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities? Decision: Yes unanimous vote (9-0) Brown v. Board of Education of Topeka, Kansas, decided on May 17, 1954, was one of the most important cases in the history of the U.S. Supreme Court, that is one of the reasons I have selected this case. The decision of the Brown case reformed the structure of education in a positive way. I feel this case is exceptionally relevant to us today, considering the current situation in which our country is involved. This case deals with racism, which is not only considered a reason we are at war but also an issue that affects us every day. Over the past couple of months news stories have surfaced involving racism again...

Free Essays on Special Education

Special education began in 1965. The involvement of the federal government in education started in 1965 with the movement of the Elementary and Secondary Education Act (ESEA). This act set the stage for reserving federal funds for the education of children in the U.S. public elementary and secondary schools. One year after the passing of the ESEA it was amended to the explicitly provide federal support for educating children with disabilities. The ESEA’s Title VI amendment authorized the use of federal funds to assist states in the start, enlargement and improvement of programs to educate children with disabilities. The Civil Rights Movement and the U.S. Supreme Courts landmark decision in Brown vs. Board of Education in 1954 set the extension of legal rights to an education for children with disabilities and their parents. There are two more important cases that helped produce a strong legal and political support for expanding federal oversight of the education of children with disabilities and they are the Pennsylvania for Retarded Children (PARC) vs. Commonwealth of Pennsylvania in 1968 and Mills vs. Board of Education of the District of Columbia in 1968. The PARC vs. Commonwealth of Pennsylvania case was because mentally challenged children were being excluded from public schools; the ruling in this case stopped that. The Mills vs. Board of Education of the District of Columbia case was to let children with less severe disabilities enter public schools as well it was an extension of the PARC vs. Commonwealth of Pennsylvania. The Education for All Handicapped Children Act (EAHCA) was signed into law on November 29, 1975 by President Ford. The law was passed by Congress for these three reasons 1. It ensures that children with disabilities receive a free appropriate public education. 2. It protects the rights students and their parents. 3. It helps states and localities in their efforts to provide such services. The EAH... Free Essays on Special Education Free Essays on Special Education Special education began in 1965. The involvement of the federal government in education started in 1965 with the movement of the Elementary and Secondary Education Act (ESEA). This act set the stage for reserving federal funds for the education of children in the U.S. public elementary and secondary schools. One year after the passing of the ESEA it was amended to the explicitly provide federal support for educating children with disabilities. The ESEA’s Title VI amendment authorized the use of federal funds to assist states in the start, enlargement and improvement of programs to educate children with disabilities. The Civil Rights Movement and the U.S. Supreme Courts landmark decision in Brown vs. Board of Education in 1954 set the extension of legal rights to an education for children with disabilities and their parents. There are two more important cases that helped produce a strong legal and political support for expanding federal oversight of the education of children with disabilities and they are the Pennsylvania for Retarded Children (PARC) vs. Commonwealth of Pennsylvania in 1968 and Mills vs. Board of Education of the District of Columbia in 1968. The PARC vs. Commonwealth of Pennsylvania case was because mentally challenged children were being excluded from public schools; the ruling in this case stopped that. The Mills vs. Board of Education of the District of Columbia case was to let children with less severe disabilities enter public schools as well it was an extension of the PARC vs. Commonwealth of Pennsylvania. The Education for All Handicapped Children Act (EAHCA) was signed into law on November 29, 1975 by President Ford. The law was passed by Congress for these three reasons 1. It ensures that children with disabilities receive a free appropriate public education. 2. It protects the rights students and their parents. 3. It helps states and localities in their efforts to provide such services. The EAH...

Creative exercise Essay Example | Topics and Well Written Essays - 500 words

Creative exercise - Essay Example river’s behavior, he might have had his reasons to behave the way he did as a way of carefully responding to such a situation but then again if it made you feel uncomfortable please accept our apologies. We will talk to him to know exactly why he behaved so and hope that it won’t happen again. Thank you for contacting us. 3. Surge pricing occurs when there are extreme demands that are generated by special events, holidays or peak times. During such times, we are subjected to multiple fares so as to maximize the number of Uber cars on the system just to make sure our customers get a car when they need one. Please note that you were not charged unfairly but on such occasions our customers should expect their fares to be subjected to a surge multiplier. Sorry for any of any cause inconvenience to you, but we hope that u have understood. Thank you. Reason for the order response is that we have to respond first with the frustrated customer and calm him down. Then to our customer whose flight is at 6 A.M to ensure that he does not miss his flight if at all he finds it convenient to use our service. Then the physical damage just to ensure that the driver’s personal insurance policy will be able to cover him. If it does not, we at Uber have a policy that covers such drivers up to $ 50,000 and with a $ 1,000 deductible. Then I respond to the customer who wants a refund as he/she doesnt seem angry all he wants is a refund which will not take long to do. And lastly option b since we are certain that the customer will get his jacket back provided he is certain that he left it in one of our cars 1.Kindly confirm your email address on file if it is correct by logging into uber.com then click the ‘settings’ link at the top of the page. This should help, or you could also check your spam folder. Thank you. 1. We do not allow that due to security purpose and privacy options. If your friends wish to drive your car on the Uber system, then they have to be on your

Explain the relevance of segmentation to the 21st century business of Essay

Explain the relevance of segmentation to the 21st century business of your choice - Essay Example New Delhi: PHI Learning Pvt. Ltd. 10 Cant, M., Strydom, W., Jooste, C., and du Plessis, P. 2009. Marketing Management. Cape Twon: Juta and Company Ltd. 10 Dibb, S and Simkin, L. 2013. Market Segmentation Success: Making It Happen! New York: Routledge. 10 Duening,T., Hisrich, R and Lechter, M. 2009. Technology Entrepreneurship: Creating, Capturing, and Protecting Value. Waltham: Academic Press. 11 Hill, C and Jones, G. 2012. Strategic Management: An Integrated Approach. Belmont: Cengage Learning. 11 Jones, C. 2013. Apple's Stock Awards Value Has More Than Doubled Over The Past Three Years. [online] Forbes. Available at: [Accessed 20 October 2010]. 11 McDonald, M. 2012. Market Segmentation: How to Do It and How to Profit from It. New York: John Wiley and Sons. 11 Mohr, J., Sengupta, S and Slater, S. 2010. Marketing of High-technology Products and Innovations. Missoula: Jakki Mohr. 11 Sigal, M. 2010. Apple's segmentation strategy, and the folly of conventional wisdom: Ten years after a n iPod powered rebirth, Apple's run continues unabated. [online] O’Reilly Radar. ... Managers of the marketing departments in most businesses have come up with ingenious ways of ensuring the marketing works, and the business makes profits. Market segmentation is the strategy that has been proven to work miracles in the world's business. The strategy is based on dividing the various clients or customers of the business into various groups. Consumers with the same specifications and needs are grouped together. This makes it easy to address the needs, requirements and issues the clients in the various groups may have (Elsevier, 2002). Market Segmentation in Technology Businesses Market segmentation is one of the best marketing strategies know today. This strategy categorizes clients in different groups making it easy for the companies to address their client needs. In that situation, businesses benefit from increased sales and profitability. Marketing segmentation also has benefits to the consumers. Their needs are well addressed according to their specifications. The i nformation technology industry is comprised of programming, computing, data processing, telecommunications, gaming, networking, the Internet and applications. The information technology industry is different from all the others in several ways. However, targeting potential clientele and segmentation of the market is all the same. For proper market segmentation, the businesses have to do the following. To divide all possible customers into groups: The first thing a technology manufacturer or service provider is to determine the target markets. This should be done according to demographics, geographical, psychological and perception and behavioural variables. The company should also