The language of fashion magazines Essay Example For Students

The language of fashion magazines Essay Overture The significance of print media has been getting bigger and bigger as the time progress all over the world. Magazine is one of the popular forms of print media worldwide. There are different types of magazines with different features and attributes. They are mostly periodic- monthly and quarterly magazines are most common. The magazines generally focus a particular area and they target a particular group of people as their target readers. Such as business and economics oriented magazines are designed mostly for the business people, Science and genealogy for the young people and students, art and literature for the readers who particularly possess interest towards art and literature. Sports magazines target the young and enthusiastic sports lovers and fashion and lifestyle magazines are for the people who are concerned pretty much about their living style and modern days fashions. In this report we have selected such two fashion and life style magazines, one local and one international. Instill the international one, published as British version and Mirror- the Bangladesh magazine regarded as one of the most rumoring and classic fashion magazine of the country. Both the magazines follow English as their media language and are published monthly. We will try to identify the approach of these two commonly oriented magazines. Both the magazines target the todays modern women with their independence and glamorous. In the ne xt section we shall be introduced with these magazines. We will write a custom essay on The language of fashion magazines specifically for you for only $16.38 $13.9/page Order now 1. Mirror; at a glance: Name: Mirror Magazine Nature: Monthly Magazine Type: Fashion Life style Established (First Issue): 2003, Dacha Editor: Quasi Changer Lam Number of publication: 24,000 (2013) Language: English Company: Mirror Group (Bangladesh) 1. 3 Instill; at a glance Name: Instill Established (First Issue): June, 1994 Editor: Ariel Fox Number of publication: (2011) Company: Time Inc. (US) EPIC Media (I-J) Â  2. 1 PURPOSE STATEMENT This paper has been intended as an academic purpose of the students of M. A. In English Program. It aims to find out a comparative analysis of both the magazines in literal as well as structural sense. This comparison will reveal both the similarities and dissimilarities between the two magazines each possess supreme popularity in their own platform. The other purpose of the study is to analyze the style of language of English and what techniques are used in the magazines. This paper also tries to find out how to use language in print media 2. 2 Methodology For a constructive comparison time frame and contextual frame should be pretty much same and identical. Here two magazines have been selected with same nature and categorical similarities. In order to maintain the time frame, the particular number of the magazines for analysis was kept concurrent. The Bangladesh magazine Mirror was taken of volume 10, which is the July-August Edition of the rent year and an Did Fashion Special. On the other hand, the I-J based international Magazine Instill was taken of Volume 20, number 5 and it was the edition of the month of May of this going year. Thus, from the time frame perspective, both have same platform. In order to maintain the contextual frame, the two magazines taken from the similar taste and target readers. Both are fashion and life style magazines particularly designed for the progressive modern ladies. It is important to mention that the comparison was not made from all the numbers of the magazines, rather the two given numbers mentioned earlier. In the next section, we will begin with the comparative analysis of the magazines. Part: THREE Comparative discussions on the two magazines The previously mentioned numbers of each magazine were brought under the observation of the readers. .u41ade086fdfb24df10ea92da26b29ea4 , .u41ade086fdfb24df10ea92da26b29ea4 .postImageUrl , .u41ade086fdfb24df10ea92da26b29ea4 .centered-text-area { min-height: 80px; position: relative; } .u41ade086fdfb24df10ea92da26b29ea4 , .u41ade086fdfb24df10ea92da26b29ea4:hover , .u41ade086fdfb24df10ea92da26b29ea4:visited , .u41ade086fdfb24df10ea92da26b29ea4:active { border:0!important; } .u41ade086fdfb24df10ea92da26b29ea4 .clearfix:after { content: ""; display: table; clear: both; } .u41ade086fdfb24df10ea92da26b29ea4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u41ade086fdfb24df10ea92da26b29ea4:active , .u41ade086fdfb24df10ea92da26b29ea4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u41ade086fdfb24df10ea92da26b29ea4 .centered-text-area { width: 100%; position: relative ; } .u41ade086fdfb24df10ea92da26b29ea4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u41ade086fdfb24df10ea92da26b29ea4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u41ade086fdfb24df10ea92da26b29ea4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u41ade086fdfb24df10ea92da26b29ea4:hover .ctaButton { background-color: #34495E!important; } .u41ade086fdfb24df10ea92da26b29ea4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u41ade086fdfb24df10ea92da26b29ea4 .u41ade086fdfb24df10ea92da26b29ea4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u41ade086fdfb24df10ea92da26b29ea4:after { content: ""; display: block; clear: both; } READ: Compare the Language Macbeth Uses in Two of His Soliloquies with the Way He Speaks When He Was Talking To Other People EssayWe have tried to point out similarities and dissimilarities found in their writing styles, literal values and presentations. 3. 1 Point of Similarities: 3. 1. 1 Presentation of the Cover Page: Both the magazines feature their cover page with the photos of two very beautiful and glamorous celebrities. The one at the left is the cover page of the Bangladesh gagging Mirror which features Biddy Sinai Mim, a very promising and one of the top models of current times of the country. On the right top, we have the cover page of the British tabloid Instill which features the global celebrity Emily Blunt, a very popular international actress. This similarity is quite an evident and a very common method for the fashion magazines to feature a photo of a beautiful looking celebrity with her distinguishes appeals and glamour. This similarity is not true for these two numbers of the magazines, bull almost all numbers of all fashion magazines. 3. 1. 2 Domination of Photos of the models at pose: This is perhaps the most significant similarity and feature of the fashion magazines. They use the photos more than words. In fact, in the two numbers of the magazines, almost 80 percent of the pages contain photo of the glamorous models at their beauty pose. Thus, the language of fashion magazines are predominately visual and not word oriented. This has been found in both the magazines case. 3. 1. 3 Presentation of Commercial Advertisements Both the magazines preach quite a heavy volume of advertisements. The advertisements are found to be similar in nature. The advertisements are mostly of the beauty products and colorful photos are used in form of commercial advertisements. This reveals that both the fashion magazines use their commercials as like their features as the magazines features models and their beauty styles. Thus the advertisements seem like the magazines own features. 3. 1. 4 Similar presentation of articles: Both the magazines publish few articles in their magazines apart from the photos. The articles are mostly short, generally contains less than 250 words. The British tabloid of May, 2013 featured few articles regarding Oscar programs and activities of he international celebrities. The local tabloid featured with beauty instructions and tips and promotes latest fashions through their articles. In each case, the language is short, easily understandable and free from literal complicity. 3. 1. 5 Similarity in Language and writing style: Due to the light nature, both the magazines follow short and simple writing styles. They use simple worlds, short speeches and the articles are mostly free from articulate and literal beauty. 3. 2 Point of Dissimilarity: 3. 2. 1 Contextual Dissimilarity: Despite of their similar nature of fashion and life style, the magazines differ in their approach too. Instill exhibits its high interest in the life style of the celebrities whereas Mirror focuses more on the fashions of the progressive ladies. The photos and the features of the magazine Instill uses the international celebrities to preach the activities of the celebrities. Mirror- the Bangladesh Fashion tabloid on the other hand, focuses more on the fashion and glamour of the local celebrities. 3. 2. 2 Difference in the theme: it has seen that the local fashion magazine focuses on the impact of culture and seasons. For instance, the selected edition was an Did special. There were previous editions on summer bride, pupas special, bookish special etc. This suggest that the local magazine focuses on the cultural impact in the world of fashion. The international tabloid focuses on the life of the celebrities, their activities are the elements of interest. The impact of culture and season was not found to be strong. 3. 2. 3 Difference in Approach: The British magazine provides short article and information though small news in columns which has been completely missed out in the beggarliness magazine. Bangladesh magazine on the other side focuses on the physical beauty of their local liberties (mostly models) and the pattern of their latest fashions thought the exhibition of a series of photos. .u3789b3fb1df8a38d4f35a83eb65c22ad , .u3789b3fb1df8a38d4f35a83eb65c22ad .postImageUrl , .u3789b3fb1df8a38d4f35a83eb65c22ad .centered-text-area { min-height: 80px; position: relative; } .u3789b3fb1df8a38d4f35a83eb65c22ad , .u3789b3fb1df8a38d4f35a83eb65c22ad:hover , .u3789b3fb1df8a38d4f35a83eb65c22ad:visited , .u3789b3fb1df8a38d4f35a83eb65c22ad:active { border:0!important; } .u3789b3fb1df8a38d4f35a83eb65c22ad .clearfix:after { content: ""; display: table; clear: both; } .u3789b3fb1df8a38d4f35a83eb65c22ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3789b3fb1df8a38d4f35a83eb65c22ad:active , .u3789b3fb1df8a38d4f35a83eb65c22ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3789b3fb1df8a38d4f35a83eb65c22ad .centered-text-area { width: 100%; position: relative ; } .u3789b3fb1df8a38d4f35a83eb65c22ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3789b3fb1df8a38d4f35a83eb65c22ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3789b3fb1df8a38d4f35a83eb65c22ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3789b3fb1df8a38d4f35a83eb65c22ad:hover .ctaButton { background-color: #34495E!important; } .u3789b3fb1df8a38d4f35a83eb65c22ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3789b3fb1df8a38d4f35a83eb65c22ad .u3789b3fb1df8a38d4f35a83eb65c22ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3789b3fb1df8a38d4f35a83eb65c22ad:after { content: ""; display: block; clear: both; } READ: Fashion Flow Theories: Misconceptions EssayPart Four Findings of the language of Fashion Magazine: The noticeable findings of the language of fashion magazines are It shows how linguistic techniques such as puns and presuppositions are used by magazines to capture our attention It examines how image and text combine to produce meaning It discusses how ideological messages are conveyed It analyses how the appeals are constructed through language It looks at how magazines relate to culture part FIVE Conclusion The language of fashion magazines is lively. Furs are to-die-for, colors are drifts dreamy and looks are leotard simple. The last three decades have witnessed a reevaluation of fashion, both in terms of its credibility as an area of academic investigation and its importance in Western culture, which has caused its reconsideration within popular culture. Today, fashion can be found when flipping through art and fashion magazines. The art press, however, locates fashion within wider social and cultural dialogues, reflecting upon the social, cultural, psychological ND economic implications of dress. As womens fashion magazines have critical role in the maintenance of cultural values and representation of the gender identity, we will be able to investigate how English language relates to gender identity through fashion in Bangladesh. Even though synergies effect of fashion and language as symbolic capital is very interesting subject to study. This habitation of two is neutralized as to create mythology of the modern society is hard to deconstruct. To demythologize the fusion of English language and fashion more profound research will be needed.

The Mystery of the Three, is a story about three criminals attempting to steal shipwreaked artifacts.

The Mystery of the Three, is a story about three criminals attempting to steal shipwreaked artifacts. Maud and Robert flung their bags next to Jeffery's on the dock and climbed into the small submarine, moving quickly so they would not be caught. [Participle] Using the cover of the night to remain stealthy, Robert expertly screwed down the hatch of the sub, taking great care that it would not squeak. His breathing increased and got deeper, he was panicking. Just like most criminals, he regretted being part of this plot, as he was not only risking the rest of his life behind bars, but his life itself. Trying to calm his nerves, he stumbled down from the steps of the hatch. "Turn her on and l-l-lets go." stuttered Maud, who was also giving a hint of nervousness in her unsteady voice. She didn't like Herr Robert SchrÂÆ'ÂÆ'‚Â ¶der, ex-commander. She chose him that day in the Paris catacombs to be part of this plot because he was the only person who knew how to operate a submarine; that came from being in the German Navy.Maud was becoming quite stubborn and irritable these days, as being the mastermind behind the crime is never an easy job. It seemed so simple, but now everything seemed to make her nervous. His silence made her nervous. His evil face and squinty eyes made her nervous. She closed her eyes and took a deep breath as the submarine descended into the dark waters.Robert grumbled. It would be another half hour until they reached the shipwreck, where the sunken artifacts would be found, along with the smuggler's launch that carried them. He set the switches, jammed the throttle to full power, and leaned back in his seat. This will all be over soon, he thought, We get there, meet up with Jeff, load up the baskets, and go back. And then... Robert,

How the religion help maya to fight for gender equality in society in Essay

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Research critique Essay Example | Topics and Well Written Essays - 1500 words

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Menopause Essay Example | Topics and Well Written Essays - 1000 words

Menopause - Essay Example M.T reports having experienced her last menstrual period 10.5 years ago with the periods having been irregular before they stopped. Social and family history: M.T works as a part-time bank teller. She is married with three children who are all adults and in good health condition. She equally has grandchildren whom she watches during the weekdays after school. M.T denies the use of illicit medications, but she reports a history of cigarette smoking of two and a half packets of cigarette every day from when she was fifteen until she was forty-five years. The patient reports occasional alcohol consumption coupled with ten to twelve diets of cock per day. The patient has attempted to follow a low salt and low cholesterol diet, but she admits this has been a challenge. The patient has increased her calcium-containing foods to three to four servings per day. The patient reported that the father died from presumed heart disease in his fifties while the mother died from complications related to motor vehicle accident at the age of seventy-five. The patient is the eldest of four sisters with the other sisters alive and well. The patient reports no family history of breast cancer. Genitourinary/rectal: presents with a case of dryness, itching, urinary frequency, and dribbing after voiding. The patient is gravida three para three, menarche at the age of 14. The patient is sexually active but experiences dyspareunia. According to the medical definition, menopause is a stage in life that occurs after 12 months after a woman’s last menstrual period. Menopause can happen in a woman’s 40’s or 50’s. Menopause is a natural biological process; nevertheless, it presents with physical symptoms as the patient, in this case, (M.T) experiences. The experiences of menopause are equally execrated by lifestyle condition, which may fasten or worsen the symptoms. Management of menopausal symptoms thus in cooperate lifestyle

Effects of Ability Grouping in Middle School

Effects of Ability Grouping in Middle School Ability grouping is viewed by workers as a controversial educational practice (Ansalone, 2006; Rubin, 2006) because it has been the subject of more research studies (well over 500) than almost any other educational practice (George Alexander, 2003, p. 414). The proponents who include teachers and parents maintain that ability grouping specifically targets instruction thereby needs of a particular group of students is met while opponents maintain that the expected advantages often are not materialized. According to Snider and Schumitsch (2006) ability grouping promotes stigma and destroys academic motivation, especially among the slow learning students; self-esteem is regarded to be the condition that aids student achievement. Generally speaking, child-centered teaching methods embrace the child as a whole and give emphasis in meeting the socio-emotional and cognitive needs of the child. William and Bartholomew (2004) statistically analyzed data from the General Certificate of Secondary Education and Key Stage 3 tests. The data analysis provided the basis for measuring achievement which is independent of the individuals ability. William and Bartholomew noted that grouping by ability level had little impact on overall Mathematics achievement. Moreover, the group placement produced increments in academic achievement for high-achieving students at the loss of these gains among the low-ability students. Also noted is that performance in mathematics did not vary across school type and ability group placement. Burris, Heubert, and Levin (2006) reported contradictory results and revealed that high attaining students are not affected when integrated with students whose ability is below theirs. A longitudinal approach was conducted which examined scores in Mathematics achievement tests in six succeeding years. Data obtained from the Iowa Test of Basic Skills (ITBS) were likewise collected. The problem tackled the belief that ability grouping is the cause of persistently low academic achievement in schools. The research probed on the impact on Mathematics achievement when high attaining students are grouped with students in the lower ability levels. The study revealed that highly achieving students were unaffected by the ability grouping. Venkatakrishnan and William (2003) reported that tracking students in mathematics affected them differently. ANCOVA model showed that high-achieving students were not advantaged significantly when placed in the tracks however, student progress in the heterogeneous group detected significant progress-prior achievement correlation. This indicates that when placed in mixed-ability group, low-achieving students attained the most advantage while setbacks on high-achieving students are minimal. Robinson (2008) noted that ability grouping in kindergarten reading classes significantly correlated with greater benefits for the Hispanic students when compared to students of other ethnic backgrounds. However, benefit was reduced during summer and the first grade, unless during the first grade, ability grouping is continued. There is robustness in the study results suggesting that variations in instructional strategies at the start of the school could prove effective and a more economical means of bridging the achievement gap faced by an ever growing student population. Liu (2009) found that students in low-ability groups perceived lower academic self-concept than the average and high-achieving groups. A noteworthy outcome in the study is that the low-ability student participants largely improved in academic confidence and overall self-concept in English while the high-performing group remained stable in these respects. Tach and Farkas (2005) utilized national ECLS-K data in estimating the predictors and impact of reading ability grouping in the kindergarten and first grade levels. The research noted that prior performance in the test is the most significant predictor of the placement followed by the teachers subjective evaluation of the students classroom learning behavior. Both of these variables could be attributed to the differences in the effect according to social class, gender, or race when ability grouping is first implemented. The study revealed that in kindergarten and first grade classes where ability grouping is introduced, a higher placement positively affected learning behavior and reading performance of students. Placement in an ability group as well as evaluation of teacher regarding student behavior both significantly influenced students increase in reading performance, even net of prior scores to reading achievement tests. The grouping takes group- and individual-level performance variations that appear during preschool which widen even more than during the first two formative schooling years. Totten and Bosco (2008) measured the effect of ability grouping in a university geology class. Students from the nine sections in elementary geology laboratory class were administered a Mathematics Proficiency Basic Skills Test (MPBST) before the start of the semester. The results of the MPBST divided the student respondents to homogeneous, heterogeneous, and self- selected groups. GTAs were assigned blindly to the sections so they have no knowledge as to how the classes were grouped. Grades became the gauge for student achievement by computing the scores obtained from individual work, ten quizzes, and two examinations and 11 group laboratory reports. Within and between group comparisons were applied on the scores using descriptive and inferential statistics. The findings of the study suggest that students from the homogeneous group demonstrated the highest academic performance in introductory geology. Powell (2008) assessed if grouping students in accordance to reading ability would impact the self-concept of third to fifth graders who have below average, satisfactory, and above average reading skill. Independent t -tests showed significant differences in self-concept levels. Among the third graders, only the average learners significantly improved in the self-concept scores since they obtained higher scores during post-test. In the 4th grade students, statistical differences exist in the self-concept of below average learners. Fifth grade students did not show any change in self-concept despite the grouping. Ireson and Hallam (2005) established pupils liking to attend school and correlated this construct, experiences of pupils during lessons, self-concept and school setting. Stratified sampling was done and selected 45 mixed secondary comprehensive schools. The schools represented various types of ability grouping methods in years 7-9. When the other variables were controlled statistically, extent of ability group in the school did not exert any significant effect. Karademir and Ucak (2009) investigated the effect of ability grouping on the academic achievement of 7th grade students in If there were no pressure? in Science and Technology Education during the second semester of AY 2006-2007 in an elementary school. Using co-variance analysis, there were significant differences detected in academic achievement (p0.05), the reverse was noted among the males. Lleras and Rangel (2009) examined the effect of ability grouping on Hispanic and African American students at a primary school. Data analyzed were taken from the Early Childhood Longitudinal Study and results supported the differential effect of ability placement. Students with low reading ability learned substantially less compared to those grouped higher. The latter group slightly learned more over the first years of schooling against those from classrooms where grouping is not practiced. In sum, the study questioned the notion that ability grouping beneficially affect the first few years of learning in school. The paper published by Toomela, Kikas, and Mottus (2006) dealt with concerns on the quality of schooling and impact of ability grouping on the academic achievement of 147 students from two mainstream town schools, one rural school, Step-by-Step school and an elite private school. Two assessment periods were performed: at start of age 7 and grade 3. First, an assessment on the respondents cognitive abilities was conducted followed by proficiency in mathematics and Estonian language was evaluated. Results indicated that attendance in the elite private school correlated to abilities and increase in academic performance. However, a Multiple Regression Analysis using both school and average cognitive ability of the school the child attended negatively affected those in the elite private school. Valdez (2010) conducted an action research focusing on a ninth-grade Algebra I class at Kensington International Business High School, Philadelphia, Pennsylvania. The study commenced last February 2010 and completed in March 2010. Students were assigned to two groups, namely: failing and passing students. The former repeated the first half of the Algebra course while the latter continued. The principal respondents of the study were passing ninth grade students. Data were collected from interviews, teacher observations, assessment results, journals, and student questionnaires. In summary, the results implied that reorganization of the Algebra I course into two, Algebra IA and Algebra IB benefitted the achievers and the teacher. Researchers like Ellison and Hallinan (2004) noted that students in Catholic high schools outperform public secondary schools in standardized achievement tests. Though many follow up research has been conducted focusing on this finding, the effects of ability grouping on academic achievement is given little attention. Because it is an almost universal method practiced in middle and secondary schools all over the US, ability grouping channels opportunities for learning to students. The authors also traced the historical background of ability grouping and reviewed findings pertaining to effects on ability grouping, the process of assignment, and mobility across groups of students in every school sector. Analyses implied that implementation of ability grouping in Catholic schools contributes to higher achievement. Saleh, Lazonder, and Jong de (2005) examined the effects of various grouping arrangements on academic achievement, social interaction as well as motivation. Students varying in ability were randomly assigned to two ability groups homogeneous or heterogeneous ability groups. The students took the same botany course. The main findings indicate that below average students increased in achievement and learning motivation when integrated to the heterogeneous group. Average students better performed in same ability group while above average students show comparable learning outcomes in both groupings. In terms of social interaction, heterogeneous group placement produced more individual elaborations, while more collaborative elaborations in the other group. The results of the study of Cheung and Rudowicz (2003) revealed that ability grouping did not have any significant negative effect. Grouping was done according to prior academic performance. Those in the more homogeneous group significantly reported higher self-esteem and academic achievement in the subsequent school years. The effects of ability grouping in mathematically gifted students on academic self-concept and boredom were established by Preckel, Gotz, and Frenzel (2010). Students were shown to report very pronounced low math academic self-concept at the early period of the academic year. Interventions should therefore be implemented to counterbalance this negative effect. There is no evidence that gifted students are bored in the regular classes. The students gave different reasons for the experience of boredom in class and that there are changes in boredom attributions over time. This supports the notion that gifted classes should be provided appropriate levels of challenging tasks. Dukmak (2009) investigated the interaction between teachers and students in various learning environments in selected middle primary schools in the United Arab Emirates (UAE). These environments were as follows: same- and mixed-ability and same- and mixed -ability learning groups in one classroom. The sample were 16 low-and high-achieving males and females. The results demonstrated that students with high academic performance in all learning settings had more interaction with low-achieving students. Females from high-achieving groups interacted more frequently with males sharing same academic ability as they are. More interaction was observed among boys in same-ability classrooms compared to that in mixed-ability classrooms; among females, the trend was the opposite. Same-ability students interacted more when compared with the mixed-ability students. The results likewise revealed that more teacher interaction with males and achievers. Low-achieving males received more teacher interac tion than females of their academic level. Teachers interacted more with males who are high academic achievers in same-ability than in mixed-ability classrooms. In mixed-ability classrooms, teachers had more interaction with low-achievers of both gender than those of their academic status in same ability classrooms. Lipps, Lowe, Halliday, Morris-Patterson, Clarke, and Wilson (2010) showed evidence that academic tracking is associated with depressive symptoms. They sampled students from Jamaica, St. Kitts and Nevis, and St. Vincent. More than half of students reported experiencing depression while 19.2% and 10.7% felt moderate and severe depressive symptoms, respectively. Jamaican students significantly reported higher depression compared with those in St. Vincent and St. Kitts and Nevis. Students in the higher tracked tended to obtain significantly lower scores in BDI-II than lower academic track students. Mulkey, Casambis, Steelman, and Crain (2005) employed a mixed methods design using the conceptual framework and analysis of surveys. Data collected by the National Education Longitudinal Study of 1988 were subjected to further analysis. The survey data were taken at two years of interval. The findings revealed that academic self-esteem was significantly lower in the high- than the low-level ability group. Chiu, Beru, Watley, Wubu, Simon, Kessinger, Rivera, Anahi, Schmidlein, and Wiqfield (2008) concluded that academic self-concept in Mathematics was significantly affected by ability grouping but not the overall self-esteem of students. The researchers found evidence that students are comparing with each other within rather than outside their ability group. It was likewise shown that students more likely compare themselves with students who performed better than themselves instead with those who had poorer performance. Teachers and students attitudes towards ability grouping The attitude of the teachers toward the ability of their students influences tracking decisions according to Watanabe (2007). The same author suggested that teachers philosophies and expectations, specifically their belief that providing students with various skills opportunities to have access to higher level college courses and enrolment in the required prerequisites influences practices of college placement. A qualitative research was employed by Chisaka and Vakalisa (2003). In-depth one-on-one interviews were done with educators, school administrators, and students. Informal conversations with these respondents complemented the formal interviews since relevant themes also emerged. Documentary analysis, observations, as well as limited participation were the means of gathering data. The principals findings of the study were as follows: little or no preparation among teachers in low-ability classes; slow learners felt that the school administration and high-achieving students discriminate them; students in high-ability classes maintained that teachers who bunked their classes view them as intelligent to independently learn and that slow learners had no desire to learn and are disruptive; poor social interaction among learners from both groups creating a social stratification which is unhealthy. It was also concluded that the negative effects of ability grouping outweighed the expected ben efits. Therefore the practice warrants further re-examination. Hallam, Rogers, and Ireson (2006) explored arts and sports teachers attitudes towards ability grouping. The respondents were 45 secondary school teachers who have adopted different ability grouping levels. The questionnaire used elicited responses regarding teachers beliefs regarding ability grouping and its effects. Overall, physical education teachers demonstrated the most positive attitudes; drama teachers, least positive and arts and music teachers, moderately positive. Thus, the best determinant of attitudes was the subject taught. The findings of the study supported that notion that arts and sports teachers positively perceive mixed-ability teaching. The study of Hallam and Ireson in 2006 revealed that of those pupils who expressed a preference 62% of pupils indicated a preference for setting, 24% for mixed-ability classes, and 2% each for streaming, banding or an unspecified other. Seven percent said that they didnt know (Hallam Ireson, 2006, p. 587). Later in 2007, Hallam and Ireson conducted a follow up study determining the students level of satisfaction with their present ability group placement. About 38% wanted to change to another group and62% of the lowest achieving students were more desirous to switch their group placement. The research of Hallam and Ireson (2008) compared teachers attitudes in teaching different subjects in high, low, and mixed-ability classes in 45 secondary schools. There were more than 1500 teachers covering a wide range of subject specialists and they completed a questionnaire asking them their thoughts and beliefs regarding ability grouping and its impact. More supportive perceptions were noted in mathematics and foreign language teachers in comparison with English and Humanities teachers. Business, design, ICT, PE, arts, and science teachers expressed intermediate perceptions. The perceptions of the teachers were determined partly by the conceptions on the nature of the subject being taught and the type of ability grouping that is adopted in the school. MacQueen (2010) examined attitudes of teacher-respondents toward ability grouping based on the interviews conducted in three schools. The research discussed how the beliefs of teachers on this strategy affect practice in literacy classroom situations. The study concluded that the practices of teachers negatively impact regrouping strategy which compromised student learning. Chen (2006) investigated practitioners rationale and the experiences of students in flexible ability grouping. The researcher conducted interviews of four teachers utilizing this practice and surveys of 70 5th grade students at an elementary school located in southern California. Results suggested that despite the usefulness of ability grouping in planning and instruction, perceptions of low-achieving students were slightly more negative compared to that in high-achieving students. Ansalone and Biafort (2004) showed in their study that 70% of teachers reported adjusting classroom presentation according to the ability group while an even percentage reporting that more time is needed to cover the lesson in the low-ability tracks. Seventy-one percent employed special teaching techniques in aiding the delivery of instruction by track. According to 62% of teachers, more course material is provided in upper-track groups. While there are differences in the curricula according to the ability group, such as repetition of lesson and slower discussion pace, most educational sociologists fear that the presentation of the specific curriculum and the whole educational experience of low-achieving students will be different substantially and simplified conceptually. While the answers to the interviews are pointed towards curricular modification, many comments conveyed a desire and feeling among teachers to willingly work in presenting the whole curriculum to the entire student s and assisting them regardless of ability group. Little support is given to the notion that low-achieving students cannot be taught. While more than 70% of teachers in the survey reported adjustments to the curriculum in accordance to track, the general response indicates that the teacher would still want to present the same curriculum to students despite being in the lower- or upper-track levels. The purpose of Fans study (2007) is to investigate the attitudes of students and teachers on ability grouping in Freshman English instruction.ÂÂ  It tested whether students from the different ability groups varied in their perceptions towards the practice. In addition, it likewise explored the variations in the perceptions of students and teachers. Participants were 676 second year university students and 17 teachers. Questionnaires were self-administered to determine the perceptive of students and teachers towards ability grouping for the school year. Data were analyzed using descriptive and inferential statistics; t-test and and one-way ANOVA tested the hypotheses. Similarities in student perceptions (level A and B) were summarized in the following: First, students manifested positive or neutral attitudes toward ability grouping in English instruction.ÂÂ  Second, students regarded that improvement in English proficiency is related to their personal learning attitude. Howe ver, some differences were detected between levels A and B students in psychological effects and instruction and material.ÂÂ  First, level B students considered that when they are learning together with similar level colleagues, learning anxiety and pressure are reduced compared with level A students.ÂÂ  Second, level B students also viewed that teachers could modify their pace of teaching and evaluate them by their level in comparison to level A participants. In addition, there were significant differences in the perceptions between the students and teachers.ÂÂ  First, students believed that learning with classmates in different classes increased motivation when compared to the teachers. Second, teachers maintained that because of the grouping, teachers can assess students in terms of their ability level in comparison with the students. Moreover, teachers also viewed that improvement among students in English is associated to their learning attitude against the stude nts views. Despite ongoing researches that establish the effectiveness of ability grouping, schools are increasingly maintaining and applying stratification practices such as streaming, banding and setting in order to raise levels of attainment. While past English studies investigated various elements of school-level grouping methods, there still is a research gap since there is no attempt on the part of the researchers to elucidate ways that head teachers frame the problems, pursue and consider equity and influence decisions and practices at the school-level pertaining to grouping methods. The paper of Trigg-Smith (2011) reviewed how policy climate contributes to the decisions of the school with regard to ability grouping, how the head teachers work, how existing theories of intelligence and ability reinforce the grouping methods, plausible frameworks for the exploration of equity in the grouping, importance of the impact head teachers have on the grouping, and recommendations as to the counte rmeasures leaders can adopt to curb inequity and further structural change. Grouping criteria In schools, the process of assigning students to a particular group is referred to by Kelly (2007) as student/parent informed choice system; choice which means that the students can enroll in any class which they are eligible for. On the contrary, the description of the policy is misleading; based in a number of school curriculum guides, the school decides the students eligibility because of the prerequisite grade requirement which is most commonly obtaining score better than the cutoff in a standardized test, teacher recommendations, prior course taking, and other vague requirements. The author emphasizes that employing both objective and subjective assignment criteria creates placement practices ranging from highly to less restrictive. While standardized tests, quota systems, and rigid scheduling form part of highly restrictive placement criteria, test placement is avoided in less restrictive criteria allowing overrides following assignment of course. The criteria promotes catching up during summer and put forward a less elite-centric philosophy. Watanabe (2007) concluded that out of 6 teachers, 5 recognized that the choice of the student on the course to take is a significant element on how tracking is defined. However, no one of the teachers in the study conceptualized the definition of tracking and its manner of implementation. In addition, it was observed that the perceived level of student preparation critically determined granting access to high level subject by the teacher. Scores in standardized tests, prior coursework, and grades were the most often utilized indicators measuring the skills and level of preparation of the students. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS In this chapter, findings are summarized and conclusions are drawn based on the results. A discussion of the issues related to this study and possible implications for educators and administrators follows. Finally, recommendations for future research and practice of this study are shared. Summary of the Study The issue of ability grouping in schools has been the subject of debate for many years and will be for years to come (Hopkins, 2003). Many have feared that ability grouping will hinder the advancement of students with low ability since there will be an emphasis on basic knowledge instead of advanced learning. On the other hand, proponents insist that that grouping by ability has the potential of improving student achievement by increasing level of motivation. The only certain conclusion is that further research on ability grouping will benefit both educators and school administrators. Hence, this examination of perceptions on ability grouping was conducted. This proposed study looked to explore the pros and cons of ability grouping as it pertains to student academic achievement. This study also examined the perceptions on ability grouping from various stakeholders to include administrators, teachers, and parents in the educational system at the middle school level. The purpose of this research was to gain further insight on ability grouping as an educational policy but based on the perspective of administrators, teachers, and parents in three middle schools within a rural school district. This study intended to allow for inference on the effective strategies and techniques of implementing ability grouping in the operation of the school. Information collected in this quantitative research was gathered from surveys given to the administrators, teachers, and parents. Findings from this research will be forwarded to the district superintendent in hopes of providing guidance for improving classroom instruction and raising student achievement. Ultimately, this research serves to shed light on an instructional approach that should increase student achievement. The following four research questions acted as lenses to guide the research: Will administrators have an overall positive perception of ability grouping at the middle school level? Will teachers have an overall positive perception of ability grouping at the middle school level? Will parents have an overall positive perception of ability grouping at the middle school level? Summary of Findings and Conclusion The current research addressed the question of educational tracking and its continued use in contemporary American education, especially considering that the bulk of literature has pointed to its negative outcomes on students. After identifying the key stakeholders in this debate, namely teachers, school principals, students and parents, an attempt was made to assess the perceptions of each in order to arrive at an understanding of the mechanisms that keep this educational practice in place. R1: Will administrators have an overall positive perception of ability grouping at the middle school level? A full account of the results for Question 1 is presented in Chapter 4. It was hypothesized that administrators will view ability grouping at the middle school level positively. Descriptive analysis of the survey responses for administrators indicated that their perceptions were moderately in favor of ability grouping. However, this means that administrators did not necessarily have an overall positive perception of educational tracking in the middle school. Most administrators reported having background knowledge of ability grouping. Responses consisted of agree (66.7%) and strongly agree (33.3%) including a mean rating of 4.33 and a median rating of 4.00. Administrators perceived that ability grouping will result to improvement in students scores in standardized tests. Responses were evenly spread through undecided (33.3%), agree (33.3%), and strongly agree (33.3%). Mean and median rating was 4.00. Administrators slightly agreed that ability grouping expands the teachers capacity in meeting students needs. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.5%). Mean and median rating was 3.67. Administrators slightly agreed that ability grouping increases student motivation. Responses include disagree (33.3%), agree (33.3%) and strongly agree (33.3%). Mean rating was 3.67 while median rating was 4.00. Most administrators perceived that ability grouping increases teacher effectiveness in planning instruction. Two administrators (66.7%) strongly agreed while one was undecided (33.3%). Administrators agreed very slightly that when students are grouped according to ability, they become more confident in terms of student achievement. One administrator disagreed (33.3%) while two of the administrators agreed (66.7%). Mean rating was 3.33 while the media rating was 4.00. Most administrators perceived ability grouping to be an unfair practice to students. Their responses included undecided (33.3%) and agree (66.7%). Mean rating was lower at 3.67 compared to the median rating at 4.00. Administrators were ambivalent on whether ability grouping creates a positive learning environment. Most could not decide (66.7%) or agreed (33.3%) to the statement. Mean rating was 3.33 while median rating was 3.00. Administrators strongly agreed that teacher input is essential in the appropriate ability group placement of students. Their responses were agree (66.7%) and strongly agree (33.3%). The mean (4.33) and median (4.00) rating showed relatively strong agreement. Administrators strongly agreed that placing talented students along lower-achieving groups would lower self-esteem. The mean and median rating for this statement was 4.00. Administrators perceptions were divided on whether ability grouping only benefits high school students. Their responses to the statement were strongly disagree (33.3%), disagree (33.3%), and agree (33.3%). The overall mean and median rating indicated a moderate level of disagreement. Administrators had mixed perceptions on whether ability grouping would improve overall education of students. Their responses to the statement were disagree (33.3%), undecided (33.3%), and agree (33.3%). The mean and median rating indicated undecided at 3.00. Administrators did not agree that ability grouping had no positive benefits for students. Their responses to the statement were

Personal Trainer, Inc. Essay

Background You are enjoying your job as a student intern at Personal Trainer. Last week, Susan asked you to help her plan the new information system project. Susan knows that you have completed several information systems courses at the local college, and that you have studied project management tools and techniques. Specifically, she wants you to get ready for the next set of systems development tasks, which will be requirements modeling for the new system. Yesterday, Susan called you into her office to discuss the specific tasks she wants you to perform. After meeting with Susan, you sit down and review your notes. She wants you to treat the set of tasks as a project, and to use project management skills to plan the tasks. Here is what she suggested to you as a work breakdown structure, including the duration she estimated for each task: First, you need to meet with fitness center managers at other Personal Trainer locations (10 days). After these meetings, you can conduct a series of interviews (8 days). When the interviews are complete, two tasks can begin at the same time: you can review company records (2 days) and observe business operations (7 days). When you have reviewed the records and observed business operations, you can analyze the BumbleBee accounting software (3 days) and study a sample of sales and billing transactions (1 day). You are excited about the opportunity to practice your skills, and you start to work on the following list. Personal Trainer, Inc. Fact-Finding Summary A typical center has 300-500 members, with two membership levels: full and limited. Full members have access to all activities. Limited members are restricted to activities they have selected, but they can participate in other activities by paying a usage fee. All members have charge privileges. Charges for merchandise and services are recorded on a charge slip, which is signed by the member. At the end of each day, cash sales and charges are entered into the BumbleBee accounting software, which runs on a computer workstation at each location. Daily cash receipts are deposited in a local bank and credited to the corporate Personal Trainer account. The BumbleBee program produces a daily activity report with a listing of all sales transactions. At the end of the month, the local manager uses BumbleBee to transmit an accounts receivable summary to the Personal Trainer headquarters in Chicago, where member statements are prepared and mailed. Members mail their payments to the Personal Trainer headquarters, where the payment is applied to the member account. The BumbleBee program stores basic member information, but does not include information about member preferences, activities, and history. Currently, the BumbleBee program produces one local report (the daily activity report) and three reports that are prepared at the headquarters location: a monthly member sales report, an exception report for inactive members and late payers, and a quarterly profit-and-loss report that shows a breakdown of revenue and costs for each separate activity. Assignments 1. List the system requirements, with examples for each category. Review the information that Susan gathered, and assume that she will add her own ideas to achieve more effective outputs, inputs, processes, performance, and controls. The system requirements for the new Personal Trainer system can be identified by careful analysis of the fact-finding summary on page 184. The summary contains a number of â€Å"must† statements, and various items on the â€Å"wish list† that were suggested by local managers and staff members. Students should be able to identify, classify, and enumerate these items. Sample suggestions for outputs, inputs, processes, performance, and controls might include the following: Outputs: Report on delinquent payments, more frequent reports on trends and profitability, computerized activity and wellness log, more detailed exception reports, what-if scenarios that managers can use to plan promotions and discounts Inputs: More information about member preferences, activities and history, method to obtain member suggestions and e-mail messages Dr. Rafael Nieves Page 4 Processes: Automated process to scan key chain IDs or credit cards, process to manage part-time instructors and staff Performance: New design for sales slips, better information on members Controls: Standardized coding system to be used company wide, better  reconciliation of data, and creation of audit trails 2. Are there scalability issues that Susan should consider? What are they? Scalability refers to a system’s ability to handle increased business volume and transactions in the future. Because it will have a longer useful life, a scalable system offers a better return on the initial investment. To evaluate scalability, Susan will need information about projected future volume for all outputs, inputs, and processes. For example, she would need to know the estimated number of customers, transaction volume, peak periods, number and types of data items required for each transaction, and the method of accessing and updating customer files. 3. If Susan wants to conduct a survey of current or prospective members to obtain their input, what type of sampling should she use? Why? Students might suggest a stratified sample of former members and prospective members. It is relatively easy to identify former members from Personal Trainer’s records, but it might be more difficult to identify prospective members. Several options are available. Personal Trainer might request survey input from members who have recommended friends in the past. Were the new members happy, and did they remain as members? Why or why not? This might be quite valuable input in predicting future membership results.  Also, perhaps the company has a list of people who have requested information about Personal Trainer in the past, but never signed up for a class. That group might be an interesting sample. Finally, former students might be an interesting group to survey. 4. Draw an FDD that shows the main operations described in the fact statement. The fact-finding summary on page 184 identifies many of Personal Trainer’s activities, functions, and processes. Answers will vary based on different perceptions of Personal Trainer’s main operations.

Rachel Carson’s Silent Spring Essay

Throughout time, American attitudes towards the importance of the environment have lessened. American farmers have begun to use poisons, such as parathion, which has begun killing animals and humans. Rachel Carson, a noted biologist, published her novel Silent Spring in 1962, in which she illustrates the need for American attitudes towards the environment needing to change, through understanding â€Å"plain folks†, an accusing tone, and descriptive imagery. Rachel Carson provides examples of understandable â€Å"plain folks† to express her argument to the reader. It was said that, â€Å"†¦In California orchards sprayed this same parathion, workers handling foliage that had been treated a month earlier collapsed and went into shock, and escaped death only through skilled medical attention.† She then goes on to ask, â€Å"Does Indiana still raise any boys who roam through woods or fields and might even explore the margins of a river?†¦Ã¢â‚¬  These specific examples illustrate how much Americans do not see that they are causing pain to each other, and in severe cases causing death. Rachel Carson, in illustrating her point that American attitudes toward the environment need to change, points the finger at American farmers who are using parathion and other poisons, which are the cause of death to humans and birds which bringing harm to the environment. What Rachel Carson is trying to get Americans, especially American farmers, to see is that in order to stop all the killing and harm to the environment, and to each other, they need to stop the use of parathion and other poisons. Rachel Carson uses an accusing tone to express her feelings towards her argument that Americans do not worry about the environment enough. Throughout the selection, Carson shifts from what is happening to the black birds, to what is happening to the humans. Both the humans and the birds are dying due to the farmers using parathion. In the text, she says that â€Å"The Fish and Wildlife Service has found it necessary to express serious concern over this trend, pointing out that â€Å"parathion treated areas constitute a potential hazard to humans, domestic animals, and wildlife.’† Following this quote, Rachel Carson goes on to accuse farmers of the casualty list of â€Å"some 65,000 red-winged black birds and starlings.† Carson explains that, â€Å"†¦The problem could have been solved easily by a slight change in agricultural practice.† Through this quote, Carson is accusing the American, especially American farmers, of not trying to use practices other than poisons, such as parathion, to keep the birds and animals out of the crops. Rachel Carson uses descriptive imagery to express her continuing strong feelings towards Americans lack of attitude toward the environment and it needing to change. In the text, Carson mentions â€Å"Who made the decision that sets in motion these chains of poisonings, this ever-widening wave of death that spreads out, like ripples when a pebble is dropped into a still pond?†. While this is both a simile and a rhetorical question, the way the author states â€Å"†¦like ripples when a pebble is dropped into a still pond?† makes the reader be able to imagine dropping a pebble into water when they were younger and reminds them of what that looked like. Carson also describes, â€Å"Who has placed in one pan of the scales the leaves that might have been eaten by the beetles and in the other the pitiful heaps of many-hued feathers, the lifeless remains of the birds that fell before the unselective bludgeon of insecticidal poisons?† While the reader might think to themselves; why is she comparing leaves that have been eaten by beetles and dead birds? One can actually imagine placing these two things in two different piles. Rachel Carson uses different rhetorical devices throughout her novel Silent Spring. She uses the rhetorical devices to prove her point that American attitudes toward the environment needs to change. She strongly believes that the attitudes need to change, and she found many ways to prove her point and make the reader agree with her.

5 Tips for Creating a Resume Filename -TheJobNetwork

5 Tips for Creating a Resume Filename -TheJobNetwork You think you have your hands full with your resume, your cover letter, your application in general. So it may be crazy to  realize that when a future employer downloads your files to read, you’re then competing not with other applicants’ resumes, etc., but with their resume filenames. It’s true! The game starts as soon as you hit â€Å"send.† Here’s how to make sure you have a good filename for your resume.1. Include Your NameIt seems silly titling a file with your name when it’s your file in the first place, but always title your job materials as though you were titling it from the recipient’s point of view. You leave out your name, and your file is likely to be lost in the shuffle. Plus, having your name directly in the file means your name is being seen, even when the file isn’t being accessed! Anytime the recipient opens that folder or looks for another file, there’s your name.2. Keep It SnappyYou don’t want a run-on filename. Keep it under 24 characters and spaces- plus the .doc extension. Many computers only show the first 24 characters, so avoid getting elided or truncated on their screen.3. Follow the RulesLetters and numbers are all fine, plus a few standard keyboard symbols (not / or .) You can (and should) capitalize where correct; that’s particularly useful if you have a long name and need to omit spaces to save space. You can also use dashes.4. Include the Word â€Å"Resume†Just as your name is important, so is the descriptor of the file itself. John-Smith-Resume won’t win any poetry awards, but it just might get the job done. Remember, you won’t get anywhere if you name your resume â€Å"Resume† without any other identifying features- like your name!5. Leave Out the Version NumbersYour future employer doesn’t need to know that this is Carol’s Resume version 4. A simple Carol Jane Resume.doc will do- and much more elegantly.Bonu s tip: Always save and convert your resume into PDF for each new job you apply to. That will ensure that your formatting remains the same on any machine. And makes it easier to archive which versions of your resume you sent to which employers when.

Multidimensional Framework Essays

Multidimensional Framework Essays Multidimensional Framework Paper Multidimensional Framework Paper The multidimensional frame work is used to focus on the bio-psycho-social context of human development, and introduces social workers perspective on human behavior and the influences from the social environment. The application and utilization of the multidimensional framework is to direct the procedure of assessment, intervention and evaluation for the generalist social work process. This framework also shows the relationships between life-span concern and the understanding of person-environment transactions and use of the generalist social work method with individuals, families, groups, organizations, communities, culture and society are all areas of study. Throughout this paper, I will be demonstrating my assessment skill using the multidimensional framework and the micro theory related to human growth, development and change during my childhood. In gaining understanding about my biophysical structure, I have realized that the biophysical helps to describe my structure and how it affects my human behavior. It is to my knowledge that my physical structure is within a healthy, functional and in great shape due to my healthy eating habits and regular exercise. These principles have been handed to me during my childhood by my mother and most of my extended family. I was raised in a Christian home and beliefs of healthy eating and natural remedies for the body. I am aware of my families’ medical history with arthritis and how it may affect me in the future. I am also aware of the ways that I can avoid this health condition from happening to me.

Mathematics Curriculum in Education Assignment Example | Topics and Well Written Essays - 2250 words

Mathematics Curriculum in Education - Assignment Example Teachers did not realize the importance of relating the lesson to the real life experience of the students. Later, educators and philosophers realized that the content of math education should be close to the students’ personal experience or to realia, hence math education geared towards a more practical approach in which learning concepts were discussed and examples from real life experiences were given. Today, efforts to improve mathematics teaching have grown immeasurably, thus allowing teachers to teach math effectively. This paper discusses some of the modern approaches useful for attaining goals in the upper primary math classrooms. In particular, the approaches mentioned are relevant to the teaching of Mathematics in the upper primary level in (name of school), which is located in Brunei Darussalam. The Mathematics curriculum in (name of school) adopts a modern approach to teaching. In particular, the curriculum emphasizes the teaching of math in relation to the real life setting. This means giving particular attention to how math is used in the real world, such as government, business, home, and school. In the curriculum for upper primary (Grades 4–6) students, the syllabus includes topics that relate to real life experiences of using numbers and math concepts. Specifically, the goals of instruction include the following: †¢ Communication of math ideas in oral and written form ... This denotes the use of modern approaches that promote communication among students, especially in spoken language. Such approaches include Cooperative Learning, Cooperative Learning entails class activities that allow students to interact with each other and perform tasks in groups. Murdoch and Wilson (n.d.) define cooperative learning as an approach that requires students to work together towards a common goal. Merely working in groups without specific goals and measurements cannot be considered cooperative learning. For activities to be considered as cooperative learning activities, they should have clearly set goals and rules, for instance, each student in the group plays an important role in the performance of a particular activity. One way of applying Cooperative Learning is asking students to solve math problems. For example, students will be asked to solve for the average of annual GDP growth of the country in 10 years. In the given problem, each member of the group will be a ssigned to solve the GDP growth for (a) particular year/s. Hence, in a group of four, one can be assigned to solve for the growth from 2002-2005, another for 2005-2008, still another for 2008-2012, then finally another member averages the total GDP growth from his/her classmates. This way, each member of the group contributes effort and knowledge to come up with the final answer. The answer to the problem cannot be obtained without the output of each individual. Thus, assigning each member a role will make the student collaborate with others. Without the contribution of each member, the group will not be able to arrive at the final answer. Brown and Ciuffetelli (2009) and Siltala (2010) identify five basic and

School paragraph Essay Example | Topics and Well Written Essays - 250 words

School paragraph - Essay Example During the same first year I associated with a group of rotten kids who never cared about anything leave alone even what brought them in high school, and as a result my social life suffered too. In my second year I continued to struggle with motivational issues in my core classes of biology and mathematics, but like in my first year I ended up in classes that I enjoyed such as chemistry. But that year never went to waste like my first year as I successfully managed to expand my social life by ditching out the group of bad kids and started hanging out with a group of more responsible students. As we approached third year, I was able to turn my high school education around due to the moral boost I got from my new group of friends. During the fourth year, I enjoyed staying in the hall for long time doing projects, and also interacting with some of my friends. This helped me both academically and socially too as I was able to get my up to date girlfriend whom though we had stayed together for only six months before I completed my studies she had completely changed my life for good. Through her I came to know that people really respect and enjoy the person that you really are inside, and if they don’t, they are not really your friend. All these experience from first year to fourth year changed me in a large way. Coming to high school I was shy, unmotivated young man who didn’t know what he wanted with life but through all those experiences that I went through, I left high school as a man who was mature, outgoing, and very sure of myself. Those experiences taught me to believe in myself and always to have hope and confidence in every activity I engage in to in