Chanel and the Little Black Dress Essay Example | Topics and Well Written Essays - 2000 words

Chanel and the Little Black Dress - Essay Example Clothing by the company is available in both ready to wear formats and haute couture. The firm has about 100 boutiques worldwide, more than 35 of which are in Japan. (Source datamonitor.com- Chanel) Gabrielle "Coco" Chanel was the founder of the company. She started small, opening a milliner's shop in 1909. Chanel opened her first fashion boutique in 1913. Her designs were known for their simplicity and the differentiation from the fashions that existed at that period. She basically used men's fabrics and jerseys and created simpler, comfortable clothes along boxy lines that became very popular. Her most famous perfume, Chanel No 5 debuted in the 1920s and was the first perfume that combined natural substances with chemical aldehyde and was an instant hit. She introduced the "little black dress" in 1926, which became a signature piece and was embraced universally. Alain and Gerard Wertheimer acquired the Chanel Company in 1954.Coco Chanel died in 1971. Ready-to-wear fashions were not introduced until 1978, after Coco Chanel's death. Karl Lagerfeld took over haute couture design in 1983 and ready-to-wear design in 1984. Since then Chanel has grown with acquisitions, newer designers and celebrity endorsements. Michael Porter suggested that for an organization to be successful and obtain a competitive advantage they should follow either one of three generic strategies of Cost leadership, Differentiation or have Niche strategies. Cost Leadership is based on the principle of maintaining lowest costs in terms of manufacturing, marketing and distribution and passing on the benefits to the customer and garnering market share due to offering the lowest price. However this strategy is vulnerable to even slight increases in the cost structure. Having a Niche Strategy means catering to a specified product segment with a specialized product. However, having a very focused marketing mix makes it vulnerable to cope with sudden changes in customer trends. Product differentiation is a strategy that induces the customer to pay a little more for the same product category due to a perceived value by the consumer who is convinced to pay a little more for quality. Chanel markets itself as a premium brand and has an invaluable brand image that has placed the brand in the high echelons of the fashion industry. This has created a prestigious brand value to it and coupled with its famous quilted fabric that doe not rip or tear ea sily, has allowed it to claim expensive price tags for its products. The Appeal of the "Little Black Dress" Chanel operates in the fashion and designer clothing industry. The introduction of the "Little Black Dress" was an extraordinary step for Chanel on the road of success. It still occupies an envious position of being credited as a "wardrobe staple" to this day. The design school advocates simple formulated design, that is simple as it is explicit, arrived at after consideration of all the forces in the environment both internal and external. It also offers a prominence of the "architect" role to the CEO that Chanel played with aplomb when formulating designs. Inspiration derived from the ability to read consumer preferences and developing a product that would cater to

Silas Marner Essay Example for Free

Silas Marner Essay We expect that the relationship between a parent and a child is affectionate and caring; however, George Elliot explores and shows the reader that this is not always the case and relationships between different families are all very different. In the book there are many examples of relationships between parents and children. These include the relationship between Silas and Eppie, Squire Cass, Godfry and Dunstan also Godfry and Eppie. The Case of Godfry and Nancy’s sadness over not being able to have children also arises in the novel. One of the relationships between mother and child is Molly and Eppie. Molly was married to Godfrey and the only person who knew about his ‘secret’ life was his brother Dunstan. Molly was addicted to drugs and she lived in poverty, her relationship with Eppie was destroyed by her addiction, the only love Molly had in her life was the love to drugs. Instead of devoting herself to bringing up Eppie she devoted herself to being drugs. Perhaps this addiction was because Godfrey let her down and was ashamed of her so she had to rely on something and for her it was drugs. When Godfrey realises that his wife passed away, the expression ‘a weight was lifted of his shoulders’ is very relevant. Godfreys’ secret was kept and he was not prepared to claim Eppie even though she was motherless. As he was ‘free,’ he could now propose to Nancy without worrying about his wife. Godfrey entered this secret marriage as he was young and foolish, however he realised his mistakes when he realises he loves Nancy. He couldn’t get out of his marriage with Molly as Molly threatened to tell his father, so Godfrey would rather have a secret marriage than shame upon his name. However, Dunstan knew about Godfrey’s ‘secret’ life and having a family of his own, he constantly manipulated Godfrey over this, Godfrey did most of what his brother said as he was afraid that his brother was going to tell his father. Godfreys’ upbringing could be reflected on how he treated his wife and daughter. Godfrey was basically abandoned by his father, and was mostly brought up by his brother Dunstan. The Squire spent most of his hours in the local pub â€Å"the Rainbow† as he liked to drink and Dunstan became a lot like his father, he liked to drink and gamble; the villagers described him as â€Å"a spiteful jeering felloe†. If Godfrey and Dunstan had a mother raising  them and a father setting a better example, Dunstan and Godfrey would have more interests and be able to talk to each other instead of being afraid of their own father; keeping secrets from him and being afraid of him finding out the truth. The Squire’s household has no women to influence the upbringing of the two children, yet nor does Silas’, the upbringing of the children is very different because the Squire is harsh and Silas is very different in which he is very sympathetic towards others. Squire Cass is a man with authority and money who has to bring two children up. In Victorian England, child rearing and the development of good families were considered as a female role. The relationship between Silas and Eppie is one of the key parent-child relationships in the novel. A lonely man, feared by many villagers, is changed into a man who was admired by all of the villagers; he was changed by his adopted daughter Eppie. Throughout his life with Eppie, Silas regained his sense of faith and community. She changed his perspective of life, and taught him how to value human affection rather than gold. Eppie came into his life through an open door (which which could symbolise new place and a new beginning) and lay asleep by the hearth- in Celtic traditions the hearth was the heart of the home. Silas mistakes her golden curls for his lost money, he is stunned by her appearance just as he was when his money disappeared â€Å"Gold!brought back to him as mysteriously as it had been taken away! He felt his heart begin to beat violently, and for a few moments he was unable to stretch out his hand and grasp the treasure.† The child has the same affect on Silas as the gold does; the most important thing in Silas’ life was his gold. A metaphor; she becomes his new treasure. On first sight of Eppie, Silas associates her with gold and treasure. After calling upon a doctor to examine Molly, who is pronounced dead, Godfrey asks Silas â€Å"You’ll take the child to the parish to-morrow?† Godfrey recognises his child but he does not want anyone to know he is the father and he is willing to give her away. Silas wants to keep the child because he sees them both as lone creatures â€Å"it’s a lone thing and I’m a lone thing†. There is affinity between them and he is determined to bring her up himself as the child fills a gap that Silas has been missing- Love. From the start, there was a strong bond between Silas and Eppie. It is very  ironic how Silas, a stranger towards Eppie wants to be a father towards her, but her real father wants to offer her to a parish. Feeling sorry for his actions Godfrey gives money to Silas to buy clothes for Eppie so he feels he has given something towards her upbringing. In a short while, Silas becomes extremely attached and very possessive over Eppie, this is because he wants to bring her up himself; he wants to act like a father towards her. â€Å"I want to do things for myself, else it may get fond o’ some-body else, and not fond o’ me.† Love is jealous, with Silas only wanting Eppie to love him and no one else. Silas has a big desire to be loved, with this true and pure bond between them , Eppie transforms Silas’ life in many ways, she forms a ‘bridge’ between him and the villagers, with this link with the other villagers, he receives advice on how to bring Eppie up and they think of him as a good person. In Victorian England, to have a well brought up child, discipline and several beatings were the key. There was a strong belief that that children had to be ‘trained’ to be good, however Silas’ approach to disciplining Eppie was very different from how the other villagers punished their children. Silas tried to punish Eppie, after persuasion by Dolly, by putting Eppie in the coal hole but after â€Å"a little cry† he let her out again â€Å"she’s got no tricks but what she’ll grow out of.† In Victorian England the reader would be very surprised about his decision not to punish the child however a modern reader would think of his decision as being a typical loving parent. Silas’s decision on bringing up Eppie discipline free worked, she grew up to be a polite young woman. In the end after sixteen years, Godfrey confesses to Eppie about being her biological father, though she declines the offer to live with him and his newly wedded wife, the reader feels the true and loving relationship between Silas and Eppie as she chooses to stay with him â€Å"I can’t feel as I’ve got any father but one† referring to Silas. At the end of the novel Silas and Eppie stay together, the reader sees that she chooses the poor man over the rich, as there is love and care between them. The message seems to be that family affection can be found not in the well known richest families but in the poor families. The wealthiest family looses everything, for example, Dunstan dies and Nancy cannot produce a healthy child and it passes away (this could be a consequence as Godfrey  rejects his own child instead of taking responsibility of it). He gains a wife, but not the family he wanted.

Microeconomics Project Essay Example for Free

Microeconomics Project Essay For instance, will buyers or sellers pay a larger portion of the tax per unit? Explain. Alike the weight on buyers’ tax accepted by them is more for goods that have inelastic demand. Based on the elasticity classifications their effect on tax revenue, and tax incidence, which goods would the government prefer to tax? The Government tax goods with inelastic demand like meats, bread, soft drinks as people will devour for these items in the face of the change in price Part 2: Research the effect of changes in cigarette taxes on tax revenue for a state. Does this change indicate cigarettes have an elastic or inelastic demand in that state? Support your answer I have chosen Indiana where I am and Illinois and Michigan which are close to Indiana. State and local tobacco tax revenue select years 2008 to 2010 thousand of dollars Indiana 519,871-2008, 510,585-2009, 484,686-2010, Illinois 827,484-2008, 770,648-2009, 746,953-2010, Michigan 1,076,087-2008, 1,043,532-2009, 1,057,495-2010 What is showed is that cigarettes have an inelastic a decrease in price reduces revenue the increase in quantity demanded is proportionally smaller than the decrease in price.

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.

Symbolism in Bernard Malamuds The Natural Essay -- Bernard Malamud Th

Symbolism in Bernard Malamud's The Natural   Ã‚   The role of symbolism in Bernard Malamud's The Natural is important in helping the reader understand the theme and meaning of the novel as well as the time period in which it took place.   Malamud ¡Ã‚ ¦s use of symbolism defines the character of Roy Hobbs and shows how the events occurring around him affected his decisions and, eventually, his career.   Ã‚   Symbolism in The Natural takes the form of characters, such as women who strongly influenced Roy; historical events, such as the infamous 1919 World Series scandal; and even Greek and Roman mythology.   All forms of symbolism used by Malamud are woven into the life and career of Roy Hobbs.   As a first example, women have a tremendous influence on Roy ¡Ã‚ ¦s actions and feelings.   One of the more influential symbols in the book, women tend to control what Roy does.   The first woman Roy falls for is Harriet Bird whom he meets on a train on his way to Chicago to try out for the Chicago Cubs.   Roy is extremely attracted to her, but a major league ballplayer on the train named Whammer Wambold has already caught her eye.   Roy becomes jealous and begins to do things to try to get her attention.   At a stop in the route, the passengers get off for a break and go to a local carnival where Roy and the big leaguer clash in a contest of talent, a David-and-Goliath-type confrontation (Solotaroff 9).   Roy strikes out the batter with three blistering pitches, each of which make Harriet pay more and more attention to him.   As they arrive in Chicago, Harriet stays at the hotel at which Roy has booked a room.   She gives him a call and provocatively invites hi m to her room.   Succumbing to her invitation, and making his way to her room, he enters and se... ...he symbolism in The Natural is deep-seeded and is found by the reader upon reflection on the book. Therefore, understanding Malamud ¡Ã‚ ¦s use of symbolism is critical in understanding The Natural, its background, its times, and its meaning. WORKS CITED Abramson, Edward A.   Bernard Malamud Revisited.   New York:Twayne  Publishers,1993. Grail, Holy, ¡Ã‚ ¨Ã‚   Microsoft „ ¥ Encarta „ ¥ 98 Encyclopedia. „ ¦ 1993-1997 Microsoft  Corporation Helterman, Jeffrey.   Understanding Bernard Malamud.   Columbia:University of South  Carolina Press,1985. Malamud, Bernard.   The Natural.   New York:Avon Books,1952. Solotaroff, Robert.   Bernard Malamud: A Study of the Short Fiction.   Boston:Twayne Publishers,1989. Wasserman, Earl R.   "The Natural: Malamud's World Ceres" in Modern Critical Views: Bernard Malamud. Ed. Harold Bloom.   New York:Chelsea House Publishers. 47-64

Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Ken Kesey and One Flew Over the Cuckoo's Nest One Flew Over the Cuckoo's Nest, with its meaningful message of individualism, was an extremely influential novel during the 1960's. In addition, its author, Ken Kesey, played a significant role in the development of the counterculture of the 60's; this included all people who did not conform to society's standards, experimented in drugs, and just lived their lives in an unconventional manner. Ken Kesey had many significant experiences that enabled him to create One Flew Over the Cuckoo's Nest. As a result of his entrance into the creative writing program at Stanford University in 1959 (Ken 1), Kesey moved to Perry Lane in Menlo Park. It was there that he and other writers first experimented with psychedelic drugs. After living at Perry Lane for a while, Kesey's friend, Vik Lovell, informed him about experiments at a local V.A. hospital in which volunteers were paid to take mind-altering drugs (Wolfe 321). Kesey's experiences at the hospital were his first step towards writing Cuckoo's Nest. Upon testing the effects of the then little-known drug, LSD, "...he was in a realm of consciousness he had never dreamed of before and it was not a dream or delirium but part of his awareness (322)." This awareness caused him to believe that these psychedelic drugs could enable him to see things the way they were truly meant to be seen. After working as a test subject for the hospital, Kesey was able to get a job working as a psychiatric aide. This was the next significant factor in writing the book. "Sometimes he would go to work high on acid (LSD) (323)." By doing so, he was able to understand the pain felt by the patients on the ward. In addition, the job allowed him to examine everything that went on within the confines of the hospital. From these things, Kesey obtained exceptional insight for writing One Flew Over the Cuckoo's Nest. To make the novel seem as realistic as possible, he loosely based the characters on the personalities of people in the ward; also, his use of drugs while writing allowed him to make scenes such as Chief Bromden's (The Chief is the narrator of the story.

Pope John Paul II as a Candidate for Canonization Essay example -- ess

The question of whether or not that Pope John Paul II should be canonized can be answered by a review of his teachings and his actions throughout his life. There are countless details and reasons which illustrate that Pope John Paul II is a probable and anticipated candidate for canonization. John Paul has practiced heroic virtue, lived in fidelity to god’s grace, and is believed to carry the Holy Spirit inside him. These reasons will be supported by linking his life on earth with a canonization excerpt from the Catechism. John Paul was supporting and ratifying. His journey began on May 18, 1920 in southern Poland. John’s mother died when he was only 9 years old and was raised by his single father who supported his schooling. He was always optimistic and looked forward to aiding others through his path, until he enters Heaven. As a young teenager, John was an athlete and an actor. Despite his busy schedule, he always took time to work as a volunteer librarian. This demonstrates that John Paul shows God’s grace in helping others in spite of living a fun and ruthless life as ...