How to Introduce Your Class Rules (Grades K-6)

A well-founded set of class rules has the power to make any school year great. Great teachers know that rules make learning possible and work hard to choose them. Follow these tips for coming up with the right rules for your class and implementing them. Keep It Simple Because rules are meant to serve students, they should be logical and straightforward enough that they make sense after minimal explanation. If a rule is confusing and/or its purpose unclear, your students will have trouble practicing it. Follow these guidelines for designing a functional set of rules that is most likely to have its intended results. Dont overdo it. Be economical with your rules list to increase the likelihood of your students remembering it. There isnt a magic amount but the number of rules you implement should generally not exceed half the age of your students (e.g. No greater than three or four rules for second graders, four or five for fourth graders, etc.).Include important unwritten rules. Never make assumptions about what your students do or dont already know. Every child is raised differently and cultural contrasts are never more prominent than when it comes to behavioral management and rules. Hold your students all to the same standards only after teaching the rules and not before.Use positive language. Write what students should do rather than what they should not do. Positive language is easier to follow because it communicates expectations more clearly. Choosing Between General and Class-Specific Rules Most teachers tend to follow a similar roadmap for rule-setting: Briefly highlight student preparedness, outline what being respectful of others and school property looks like, and set behavioral expectations during instruction. These standard guidelines are prominent for good reason. There is nothing wrong with having rules similar to those of other teachers. In fact, this can make your students lives easier in a lot of ways. However, nonspecific rules dont always make the most sense and you shouldnt feel tied to them. Teachers can deviate from the norm as they see fit based on what will work best in their classroom. Use a combination of general and class-specific rules until you are comfortable with your code of conduct. Sample General Rules There are some rules that can be applied to every classroom. This is true of the following examples. Come to class prepared.Listen when someone else is talking.Always try your best.Wait for your turn to speak (then raise your hand)Treat others the way you want to be treated. Sample Class-Specific Rules When general rules dont cut it, teachers can use more precise language to put their expectations into words. Here are some examples. Complete morning work as soon as you come in.Always be helpful to others.Give eye contact when someone is talking.Ask questions when you dont understand.Never make a classmate feel like you dont want to work with them. Steps for Introducing Class Rules to Students Always introduce rules to your students as soon as possible, ideally within the first few days of school. Prioritize this over other activities and introductions because rules lay the groundwork for how your class will function. Follow these steps for success when presenting class guidelines to students. Involve your students. Many teachers create class rules with the help of their students. This is an excellent strategy for long-term success. Instilling a sense of ownership in your students with regard to the rules will make it more likely that they follow and value them. You can even have your students agree to abide by them by signing a contract.Explicitly teach the rules. Once your class has come up with practical rules, work together to talk about what they mean. Teach and model the rules so that the entire class is on the same page. Let your students help you demonstrate desired behavior and have meaningful conversations about why rules are important.Post the rules. Your students cant be expected to remember every rule after only hearing them once. Post them somewhere visible so that they can be easily referenced—some teachers even send students home with their own copies. Keep the rules fresh in their minds and remember that sometimes they merely forget and are not deli berately misbehaving.Talk about the rules often. Keep the conversation going as the year progresses because posting the rules isnt always enough. Issues will come up that require you to revisit your guidelines with individuals, groups of students, and even the whole class. No one is perfect and your students will need to reset sometimes.Add more rules as needed. You dont have to have it all figured out the day your new students walk into class. If you ever realize that there are rules missing that would make everything run more smoothly, go ahead and add, teach, and post them as you did with all the others. Teach your students about adapting to change whenever you add a new rule.

What Specific Theory Or Big Idea That You Studied During...

Paper #1 Danielle Heafner M.Ed Final Exam October 14, 2014 What specific theory or big idea that you studied during your M.Ed. program will you take with you to your future career? How has this program changed the way you think about education and the application of research and theory in the classroom? Would you recommend a Master’s program in Education and what benefits do you believe it offers students? What was your â€Å"ah ha† moment during your Master’s course work and how did it impact your work and understanding? As I walk through the doors of the school in which I teach, there is a poster with a quote framed and hanging proudly on the wall for all teachers to see as if it were a monument. â€Å"If a child can’t learn the way†¦show more content†¦It was then I realized how imperative a great teacher such as this was. My teacher truly encouraged me and boosted my confidence, thus my inspiration for myself doing the same for my own students. Over the course of my time devoted to receiving my degree there has been several aspects of education that I feel left an imprint of my philosophy of education, and two in particular that will remain within my teaching for years to come. One overall aspect that I will implement in the future is one of analyzing my own teaching behavior in order to create a learning environment in which my students can grow and learn within. Some behaviors that a great teacher should possess should include positive reinforcement. â€Å"Positive reinforcement is a very powerful and effective tool to help mold and change behavior. It works by praising and rewarding desired behavior, which then makes the behavior more likely to happen in the future† (Teaching: Positive vs Negative Reinforcement, 2012) While my own classroom, I have found that this technique, while quite simple, is an imperative operating tool in which we can see students listen, understand, and maintain overall behaviors that res ult in a successful learning outcome. â€Å"Following intervention, children’s inappropriate behavior, decreased to below baseline levels in all six classrooms. Intervention fidelity in all six

Entrepreneurship Versus Intrapreneurship free essay sample

This paper provides a review of theoretical studies on the concepts of entrepreneurship and intrapreneurship, pinpointing the similarities and differences between them. Entrepreneurship continues to thrive in almost all corners of the world. Entrepreneurs are reshaping the business environment, creating a world in which their companies play an important role in the vitality of the global economy. But there is not always necessary to establish a company in order to implement new ideas. A great potential lies in applying business principles within existing organizations. Keywords: entrepreneurship, intrapreneurship, human capital, business, leadership JEL classification: L26 Introduction Why are entrepreneurs and intrapreneurs suddenly more important today than before? An explanation to this question would be that the world is changing nowadays more rapidly under the influence of new technologies. The increasing competition hinders our work. It does not suffice anymore to stand before our competitors simply driven by our will of competing; we have to bring something new to the market. Entrepreneurs and intrapreneurs play a decisive role as they help the company (newly established or existing) to engage in new business and enter new markets. Intrapreneurship represent the initiation and implementation of innovative systems and practices within an organization, by some of its staff under the supervision of a manager who takes the role of an intrapreneur, in order to improve the economical performance of the organization, by using a part of its resources, namely those that previously have not been used in an appropriate manner. Intrapreneurship improves the economical and financial performance of the company, by applying a more efficient use of the resources and by using a suitable motivational system for its employees (Istocescu, 2003). Similarities and differences between entrepreneurship and intrapreneurship Unlike the entrepreneur, the intrapreneur acts within an existing organization. The intrapreneur is the revolutionary inside the organization, who fights for change and renewal from within the system. This may give rise to conflicts within the organization, so respect is the necessary key in order to channel these conflicts and transform them into positive aspects for the organization. Even though intrapreneurs benefit from using the resources of the organization for the implementation of the emerging opportunities, there are several motives why innovation is more difficult to implement in an existing organization, such as (Malek Ilbach, 2004): †¢ The size: the bigger the organization the more difficult it is to have an overview of the actions of every employee †¢ Lack of communication: Specialization and separation, help in concentrating on the areas of interest, but hinder communication. Internal competition: Internal competition amplifies the problem because instead of sharing the knowledge with others it borders the knowledge sharing. Everyone wants to keep the information for themselves. †¢ Feedback received in case of success/mistake: Costs in case of failure are too great and the reward for a successful outcome too small. Intrapreneurs must be allowed to commit mistakes, because such mistakes are an inevitable part in the entrepreneurial proc ess. The recognition of success is also very rare. No company provides payment in advance for what an entrepreneur might accomplish, but a lot of them like to talk about the concept of intapreneurship and expected their employees to get involved and assume their risk. But finally, when motivated employees get involves and have success their only reward is a small bonus. †¢ Dullness: Many companies are slow and reluctant to change. Intrapreneurs bump many times into the well known sentence â€Å"We always did it this way†, which leaves little or no space to creativity. The willingness to try new things appears only when the companys shortcomings become apparent, but even so they don’t give room to an innovative leadership. †¢ Hierarchies: Organizational hierarchies compel employees to ask permission for actions that fall outside their daily duties. The more complex the hierarchy the more difficult it is to impose change. Hierarchies 972 Volume 12, Issue 5, December 2011 Review of International Comparative Management have also tended to create a short-term thinking. Employees on lower hierarchical levels have a â€Å"Victim-Mentality† due to a reduced area of action and reduced responsibilities. Those who wish to implement innovative ideas should first consider what the best option for them is: as an intrapreneur, as part of an existing organization, or an entrepreneur in a newly established company. In order to give an answer to this question an analysis of the advantages and disadvantages of both concepts is required. The table below helps someone decide what type of business best suits him after confronting him with the advantages and disadvantages that await him. Table 1: Entrepreneurship and intrapreneurship: advantages and disadvantages ENTREPRENEURSHIP Advantages Disadvantages You are your own boss independency †¢ Money pressure – giving up on the security of a regular paycheck The income increases †¢ Less benefits as the business is new You have the chance to be original You have part of excitement and adventure †¢ Long working hours †¢ Mistakes are magnified There are a lot of possibilities Salary potential – you decide upon your †¢ All decisions must be made alone own salary INTRAPRENEURSHIP Advantages Disadvantages Ability to stay in a friendly, well known †¢ Reward may not be up to expectation environment †¢ Innovation may not be appreciated Practicing your skills within an organizaaccordingly tion – lower risk †¢ You can be innovative but to a cerUsing companies resources, good name, tain limit – you are not your own knowledge boss Access to customers, infrastructur e †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ After seeing the pros and the cons of each concept we think that it is useful to see also the similarities and differences between these two concepts. Morris Kuratko (2002) are of the opinion that the literature is sometimes confusing in underlining what exactly makes an entrepreneur different from an intrapreneur and what they have in common. This is why they point out a serious a similarities and differences: Review of International Comparative Management Volume 12, Issue 5, December 2011 973 Table 2: Entrepreneurship and intrapreneurship: similarities and differences †¢ †¢ †¢ †¢ Similarities Both involve opportunity recognition and definition. Both require a unique business concept that takes the form of a product, process, or service. Both are driven by an individual champion who works with a team to bring the concept to fruition. Both require that the entrepreneur be able to balance vision with managerial skill, passion with pragmatism, and proactiveness with patience. Both involve concepts that are most vulnerable in the formative stage, and that require adaptation over time. Both entail a window of opportunity within which the concept can be successfully capitalized upon. Both are predicated on value creation and accountability to a customer. Both entail risk and require risk management strategies. Both require the entrepreneur to develop creative strategies for leveraging resources. Both involve significant ambiguity. Both require harvesting strategies. Differences †¢ In start-up entrepreneurship, the entrepreneur takes the risk in intrapreneurship and the company takes the risk other than career-related risk. In start-up the individual entrepreneur owns the concept and business in intrapreneurship; the company typically owns the concept and intellectual rights with the individual entrepreneur having little or no equity in the venture at all. †¢ In a start-up potential rewards for the individual entrepreneur are theoretically unlimited where in intrapreneurship an organizational structure is in place to limit rewards/compensation to the entrepreneur/employee. †¢ In a start-up venture, one strategic gaffe could mean instant failure; in intrapreneurship the organization has more flexibility for management errors. †¢ In a start-up the entrepreneur is subject or more susceptible to outside influences; in intrapreneurship the organization is more insulated from outside forces or influence. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Source: MorrisKuratko, 2000 Other famous authors have also pinpointed some differences between entrepreneurship and intrapreneurship. Even though intrapreneurship is rooted in entrepreneurship (Amo Kolvereid, 2005; Antoncic, 2001; Davis, 1999; Honig, 2001), there are several differences between these two concepts. In this context Antoncic Hisrich (2003) note that while intrapreneurs make risky decisions by using the resources of the company, the entrepreneurs make risky decisions using their own resources (Antoncic Hisrich, 2003). Intrapreneurship takes place among employees from within an organization while entrepreneurship tends to mainly be externally focused (Antoncic Hisrich, 2003; Davis, 1999). Entrepreneurs prefer to develop tacit knowledge, in new organizations, instead of using procedures and mechanisms from other companies. On the other hand intrapreneurs work in organizations that have their own policies, procedures and bureaucracy (Antoncic Hisrich, 2003; Davis, 1999). 974 Volume 12, Issue 5, December 2011 Review of International Comparative Management Although there are several differences between entrepreneurship and intrapreneurship, they also have some connections because intrapreneurship is consistently positioned as entrepreneurship within organizations (Antoncic, 2001; Davis, 1999). Conclusions In this paper we have reviewed the literature, which explores both entrepreneurship and intrapreneurship and the relations between them. An important outcome of the review is the identification of the similarities and differences between entrepreneurship and intrapreneurship and also the advantages and disadvantages of both concepts. Nowadays, when we are facing economically difficult times, entrepreneurship and inrapreneurship are an excellent tool for breaking out of the trend trough innovation, by bringing something new on the market. Both entrepreneurship and intrapreneurship are instruments of innovation that help in creating new competencies and accessing new markets. Finally, without developing the insight towards these various aspects, no change of the company can be realized, and changing, so adapting means in fact, the survival of that company.

WordPress for Beginners 20 Frequently Asked Questions Answered

While WordPress is known for being a fairly user-friendly platform, theres still a lot to learn when it comes to WordPress for beginners.Thats why weve compiled this list of 20 of the most frequently asked questions about WordPress. Once you understand these concepts, you can confidently jump into WordPress with both feet and take on your new project.Below, youll find short answers and additional resources to help guide you through your entry into the world of WordPress. Hang on tight – here we go! This is what makes it an excellent tool for creating blogs and other websites. In fact, WordPress powers over one-third of all sites on the web.2. Whats the difference between WordPress.com and WordPress.org?The differences between WordPress.com and WordPress.org are one of the things thats most confusing when it comes to WordPress for beginners.Figuring out which is right for you can definitely be a challenge if you arent familiar with the pros and cons of each.In short, WordPress. com is more akin to a website builder site such as Squarespace or Wix. On the other hand, WordPress.org – also known as self-hosted WordPress – requires you to find your own hosting solution, but gives you complete control over your site.3. Can I build a WordPress website for free?The answer is yes and no. You can build a WordPress.com site for free, but it will be branded and youll have fewer options in the way of customization:Self-hosted WordPress is always free to download, but youll have to pay for a few elements in order to use it, such as web hosting, a domain, and more.There are also many plugins and themes available for use with WordPress. While there are plenty of high-quality free options, there are also premium products you can purchase if you choose. In short, WordPress is as expensive as you decide to make it.4. What does open-source mean?If youve done any poking around WordPress.org, you may have come across the term open-source. This means WordPress sou rce code – i.e. the nuts and bolts of code – is developed by a community, some of which are volunteers. It also means that the core WordPress software is 100% free.There are several requirements a platform must meet in order to be considered open-source. Its an interesting topic you could benefit from reading up on, but ultimately WordPress open-source nature doesnt affect most people.5. Can I build a WordPress website on my own?WordPress is designed to be user-friendly, even to those with absolutely no web development or coding experience. Theres no reason why you cant create a high-quality and professional-looking site using the right combination of a theme and plugins.Even so, there are also many  WordPress developers you can hire to build more complex custom features if you feel you need them.6. What are a domain name and web hosting, and do I need them to use WordPress?Your domain name is your websites address for example, our domain name is  themeisle.com. W eb hosting  is basically space on a computer server that you rent to power your site and make it available to visitors from around the world.If youre using self-hosted WordPress, youll have to acquire both a domain name and a web hosting account. These can run as low as $10 per year and $3 per month, respectively, or easily soar to rates of hundreds per month.7. Whats the difference between plugins and themes?These two components are both vital, but very different. A plugin adds some kind of functionality to your WordPress installation, such as security scanning or spam prevention:Themes, on the other hand, control how your site looks. Some more complex themes may also incorporate special functionality, but generally, theyre concerned with aspects such as layout and style.8. How do I install plugins and themes?There are a few different ways to install a plugin or theme. Both take place in the admin dashboard of your site.You can navigate to the plugin or theme directory in your da shboard to search for, install, and activate one. Alternatively, you can also upload them to your site, which is the usual method for installing premium products.9. Is WordPress safe/secure?If you follow WordPress security best practices, the platform is as secure as any other. However, if you neglect your site it will quickly become more susceptible to cyber attacks.There are several plugins, services, and other tools you can use to make your site more secure. Its also key to always keep your installation, plugins, and theme up-to-date.10. What are categories and tags, and do I have to use them?Categories and tags are ways of classifying content in WordPress – taxonomies. While theyre not a requirement, they have plenty of uses:By keeping your site organized, categories and tags help users and search engines find information on your site. Youll be able to rank higher on results pages and provide better user experience by incorporating them.11. Isnt WordPress only for bloggin g?While WordPress started out as a blogging platform, it has become much more versatile since its early days. Through the use of plugins and tailored themes, people now use WordPress to create many types of sites.With the right tools, you can easily turn your WordPress installation into an online store, portfolio, business site, or something else entirely.For example, WordPress is actually the most popular way to build an eCommerce store even more popular than Shopify!12. How do I maintain my WordPress site?A lot goes into maintaining any kind of website. Youll need to back it up, update it, monitor its security, and dozens of other tasks. Fortunately, you can automate many of them  in WordPress. There are also services that can maintain your site for you, although theyre not an obligatory purchase.13. How do I configure my WordPress settings?You can access your settings in your dashboard sidebar. Theyre broken down into seven sections:  General, Writing, Reading, Discussion, M edia, Permalinks, and  Privacy:The default settings work well enough for many sites. However, if you need to make changes, youll find lots of guidance in our post on the topic.14. Whats the difference between posts and pages?These two types of content are easy to get confused. Basically, a page is a permanent, static fixture on your site, such as a home page, About page, or Contact page.A post is typically a time-sensitive blog post or article. However, you can adapt your posts to meet the needs of your site and use them for other functions, such as announcements, recipes, or other content.As you move beyond WordPress for beginners and become more familiar with the platform, you can introduce new custom classifications for other types of content, too.15. Whats a widget?A widget is a small content area that appears at various spots on your site. Though the exact location depends on your WordPress theme, theyre usually located in a sidebar or your footer:Common widgets include recen t posts, contact information, social media channels, and search bars. Theyre often highly visible, and not considered part of your primary site content.16. My home page shows my blog posts – can I have a separate home page instead?You can!  To change it, you need to modify a setting in your WordPress installation.In your admin dashboard, navigate to  Settings Reading,  then select the option under  Your homepage displays that reads  A static page:Select your desired home page from the first drop-down, and use the second to choose a blog archive page.17. How do I add images to my WordPress site?WordPress stores images and other media in the WordPress Media Library. You can upload content to it directly by navigating to  Media Add New in your admin dashboard:You can also add images in the WordPress editor. Either choose an image block and click the  Upload button or simply drag-and-drop the file from your desktop.18. Can I add video and audio files to my WordPre ss site?Both audio and video files are compatible with WordPress! However, these files tend to be large and can slow your site down, particularly when it comes to videos. You may want to consider hosting larger media files off-site instead.19. Can I customize my theme?WordPress includes a native tool called the Customizer that enables users to make changes to their themes. You can access it by navigating to  Appearance Customize  in your dashboard:If you happen to know code, you can also always modify your themes files directly or add your own custom CSS. This isnt recommended for less-experienced users, however.20. Can I use my WordPress website to make money?WordPress users make money from their websites every day. The WooCommerce plugin makes it easy to turn your site into an online store, as just one example. There are many other ways to make money online too, all of which are available to you as a WordPress site owner.WordPress for beginners? Youre an expert now!Understand ing WordPress for beginners can feel overwhelming. However, the answers to a few simple questions can offer significant insight into how WordPress works and what you can use it to accomplish.From WordPress basics to more complex inquiries about its security and profitability, weve covered a lot of ground in this post. While we hope you now feel ready to start working with the platform, you can keep learning by visiting our blog for more informative posts.Ready to get started? Check out our two guides on how to launch a website with WordPress:How to make a website with WordPressHow to create a blog with WordPress Confused by #WordPress? 🠤” These 20 beginner FAQs will get you up and running Click To Tweet Do you have any questions about WordPress for beginners? Leave them in the comments section below!Free guide5 Essential Tips to Speed Up Your WordPress SiteReduce your loading time by even 50-80% just by following simple tips.

Culture Essays

Culture Essays Culture Essay Culture Essay This Chapter attempts the review of various definitions of Culture. It also tries to bring out the common characteristics of culture In various deflations, which Include being dynamic and transmittable from generation to generation. Factors that can influence culture in a particular society and how people can come into contact with the culture of another society are also highlighted. Some aspects of the Nigerian ultra heritage were discussed while the problems of neglect of our culture, looking down on some aspects of our culture while paying more attention to other peoples cultural heritage are also discussed. Recommendations on how to preserve our cultural heritage are made to both Individuals and the Nigerian Government. DEFINITION OF CULTURE The word culture has various definitions. Different writers attach different meanings to it. Humanists, Sociologists and Anthropologists have different meanings to the concept of culture according to their orientations. Culture according to Eke (1989) Is construct (with diverse applications). Used In an attempt to analyze and interpret events and Ideas In a broad spectrum of areas of society. In Its broadest sense, culture embraces the total repertoire of human actions which are socially transmitted from generation to generation. One of the foremost anthropologists that ever lived, Tyler (1871) defined culture as a configuration of institutions and modes of life. He defined culture as that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as member of society. Musses. 1963), on his own defined culture In terms of reservoir of knowledge that Is characteristic ways of thinking and feeling, attitudes, aspirations and ideals. Foster (1962) defined culture as the common learned way of life shared by members of a society, consisting of the totality of facts, techniques, social institutions, attitudes, beliefs, motivations and systems of values known to a group. The Comparatives Education Study and Adaptation Centre (CEASE)(1979) simply defined culture as the way people live which consists of a system of Ideals, values, beliefs, knowledge and customs transmitted from generation to generation within a social group. According to CEASE (1 979, this way of life includes arrangements and methods of obtaining food from the environment and adapting to it. It also includes beliefs, religion and moral behavior. One of the common characteristics of the above definitions includes the fact that culture is learned, acquired, transmitted or diffused through contact or other media of communications General Studies), 2001 From one generation to another and from one society to the other. Man learns culture through the process of colonization, imitation, personal experience and through deliberate indoctrination or teaching. Bearable (1970) opined that the individual inculcates the requisite values which enable the society to survive and be perpetuated. Another notable common feature of culture includes the fact that though some cultural practices die hard, culture generally is dynamic and not static and so can lie modified or changed as circumstances dictate. The learning of culture is a lifelong process, it continues from cradle to the grave. As a person grows and assumes new roles, he continues to learn the ways of life which fits his status in the society. The content of what he learns vary from society to society and from one stage o another as the society develops. On the whole, there is an important relationship between the society and the individual which is mediated by culture thus enabling the society TO attain its goals. CLASSIFICATION OF CULTURE Culture has many aspects and can be categorized into two, namely, material and non-material cultures. (a) Material Culture: Consists of the products of mans industry or works of Art e. G. Carving, food, dress, pots, paintings, weapons, cloths, houses, etc They are objects, which are peculiar to a society, and man has learned to make them using the available resources in the society and his knowledge. These objects are used to satisfy certain needs in the society. (b) Nons are language, dance, religion, music, literature, morals and values such as freedom, JusticeÃ'› honesty, love, beauty etc. Every society has its own culture. In Nigeria for example, there are several groups of people. These are the Your. Bobbie, Nanas. Fulfill, the Hausa, the Gobo, the Kanji, the Tip and the Robot Just to mention a few Each of these has its own culture FACTORS INFLUENCING CULTURE There are many factors that can-influence culture in a society. Some of these factors include: Physical Environment: Physical environment influences culture. For example, the Your live on land and this influences them to have legends and beliefs centered on land, agriculture and earth gods. On the other hand, the Jaw people who live in revering area, centre their legends on water, fishes and water goddesses. Occupation: the nature of work of people influences their culture, especially their mode of dressing, eating and thinking. While the Fulfill pastoralist lace a high value on cattle Leading issues in General Studies: Humanities Social Sciences, (Book of Reading for General Studies), 2001 And pasture, the Gobo or Your has no such values for cattle and pasture bin on agriculture and trading, affects the ways he views problems and the environment and his manner of choosing wife, getting married, raising children and caring for the aged. People tend always to judge the cultures of others in terms of their own. Generally, people feel that their culture is superior or better than any other culture. They believe that another culture s good provided it does what their culture does. For example, they feel that their own language is the best language and people who speak the same language show a higher degree of trust and love for one another. The feeling of the superiority of ones culture as compared to others is known as ethnocentrism. Ethnocentrism is not good because it hinders friendship and understanding between people and different cultures. No culture is superior to another. Culture Relativism: There is no universal standard which man can use to evaluate culture as either good or bad. We can understand other peoples customs only when we relate these customs to their culture, this is known as culture relativism. When we relate peoples customs to their culture, we shall be able to know what their culture is all about. For instance, it is wrong to say that because the Muslims do not eat pork, they are more civilized than the Christians are. We should be objective in our assessment of others, and in other to be objective, we need to interpret other peoples customs and behaviors in the context of their own culture. Culture relativism helps to Judge and interpret others customs objectively. It removes biases and promotes mutual understanding and peaceful living together. Sub-culture. This is when a minority culture is practiced within a larger culture. In complex industrial societies, there are sizable numbers of people who share certain Values, customs and beliefs with that larger culture, even when they have their own customs called subculture which they share within their own ethnic group but not with the rest of the society. In Nigeria for example, the Gabon-agar areas of the Hardbound, Gabbling, etc. Contain minority people who retain their own picture within the larger culture. Similarly, the foreigners living in Nigeria retain their own subculture e. G. Language, food, dress, etc. Which they share within themselves, while they still share part of the larger culture in order to keep their existence in Nigeria Language: Language is the pivot of culture because it allows human beings to express themselves in a way which can be understood by others. No society exists without the language of its own. All human cultures are based on language and all human languages even including those of non-literate people are efficiently complex to transmit the full totality of a human culture. Language, whether verbal or nonverbal enables man to acquire the culture of his society. CULTURE CONTACT This is when a society or a person acquires the language, religion, politics, etc. Of another society or person through contact. People copy some items of culture from other society, particularly neighboring societies, for example, most Nigerian copied new forms of dress, writing, speaking, eating habits, etc. From the Europeans Leading issues in General Studies: Humanities Social Sciences, (Book of Reading for General Studies), 2001 People come in contact with the culture of others as a result of internal and external movements from their societies. People move to other societies to seek marriage so as to live with family members. People also move to undergo trainings, attend schools, colleges and other institutions of higher learning. In Nigeria, the Federal Government has also established the National Youth Service Corps, the Unity Schools to pro note the movement of people deliberately Effects of Culture-contact on Contemporary Nigerian Culture-contact has helped Nigerian to have respect for and tolerate different ultras of Nigeria. It contributes to the economic development of different places. It promotes peace and harmony and reduces conflicts. Culture contact results in marriage of people of different cultures and in that way it encourages the growth of families which cut across different cultures. It contributes to the development and integration of Nigeria. It helps people to work as one people to achieve common goals. It makes Nigerian to work together to maintain one identity. Culture-related words are learnt from one society to the other. It enables Nigerian to live and work anywhere in the country. It enables Nigerian to work as brothers and sisters and as friends. NIGERIAN CULTURAL HERITAGE According to Broom and Clinics in Awed et. Al (1983), culture in itself, is a mans entire social heritage I. E. All the knowledge, beliefs, customs and skills acquired as a member of society. Thus people become distinctively human by the acquisition of culture. Culture presumes the existence of a human society and provides, the necessary skills for making society work. Below is some of the Nigerian cultural heritage as enumerated by CEASE (1980). Art: By this we mean fine arts which present whatever is beautiful or whatever appeals to the taste which man creates. Examples are carving, painting, and architecture. Some works of art can be seen in Ill-life, Benign, Ibid and Oho. They are used in ceremonies e. G. The terracotta beads of Ill-life, the bronze head of Benign and Fife, the NOOK figure of the Niger, Venue and Iron and the brass works of Ibid. Art depicts the culture of a people and the theme always reflects the pre-occupation of that community. Language: This is the pivot of all communication whether verbal or written. Every language is able to express the dead needed for life in that community. There are many languages in Nigeria. Language enables man to express what he has in mind; it helps to preserve the tradition of the community. Oral Literature: This includes poetry, play or drama, folk- tales, music and songs. Music is an integral part of ones culture. Each ethnic group in Nigeria has its own traditional music being played at ceremonies whether religious or social connected with manage, funerals. Birth house warming, hunting, etc. Music brings life and meanings to our culture and traditions. Music is usually accompanied either by drums or other musical instruments such as flutes, gongs, bells, horns, rattles and trumpets. The Hausa music for example, makes use of Kananga. The Fulfill, Gobo and Tip make use of movement alone while the Your music makes use of talking drums. Leading issues in General Studies: Humanities Social Sciences, (Book of Reading for General Studies), 2001 Dance: is used to accompany music. In Nigeria today, there are many types of dances. Examples of such dances are the Geol. of Hausa, the Juju the physique of the body and strengthens the faith of the people in their duties specially in those communities that dance during festivals to please their gods. Poetry: This is a form of literature used to record feelings about an event or experience. It is used during important occasions like funeral ceremony of a hunter, a warrior or great leader. The poet sings their dirge recounting the activities of the heroes during their lifetime. Poetry serves as a corrective weapon to erring leaders. In Your land, there are many Ewe exponents, who usually Chant about the ills of the Nigerian society Technology: These are inventions of people which include the weapons and tools seed by man. Traditional weapons like bows, arrows, hoes, cutlasses, axes are used to kill animals, to farm and to fight their enemies. Clothing: This includes the various types of clothes we wear. The various ethnic groups wear their own types of clothes; for example, a typical Your man wears gasbag, gabbier. Etc. The Husband Fulfill wear dong and turban while the Gobo wears shifts. Singled, and hats. The clothes we wear tell much about our culture. It identifies us. Through it, we can identify a king, a soldier, a prisoner, etc. Clothing also helps to communicate the mood of a person e. . One who is bereaved may show it by wearing black cloths. Agriculture: In Nigeria, agriculture reveals the culture of a people; for example, the Your people grow food crops like yam, cassava, etc. And hence they are farmers. The people of the Importance animal husbandry because the grassland favors the growth of cereals and cattle. At the seaside, people fish and thus the culture of the people include fishing. The ways by which the Nigerian ethnic groups grow their food items are associated with religious festivals, which form part of their culture. Religions: Religious beliefs include airships and ceremonies. These activities bring people together and form part of their culture. Some of the religious worships and ceremonies reconnected with important events in the society such as the death of a king and the new yam festivals, Most ethnic groups in Nigeria believe in God who cannot be approached easily hence,they approach Him through different divinities. It is as a result of this that the Your people believe in the worship of Gun (god of iron) and Gangs (god of thunder). These ethnic group also believe that they come from the earth and they will also return to the earth. They in other words believe in reincarnation or life after death and that is the reason why they offer rituals to gods for their deeds. PROBLEMS, PROSPECTS AND RECOMMENDATIONS Looking at the happenings in Nigeria today, one observes that our culture has not been given the necessary encouragement it deserves. While the government attitude towards culture in recent years has changed, much has not been achieved for the development of our country. General Studies), 2001 Most of the problems we have in Nigeria concerning our cultural heritage are that most individuals and government are looking down on our irritate. Agriculture has for a long time Benedictine while the economy of Nigeria is centered on oil. Instead of making use of things belonging to us as heritage, we world today did not reach their current heights in technology by looking down on their cultural heritage. They did not start their development plans by looking for everything they needed from outside. They did not look down on their heritage as things irrelevant to their developments Japan, the leading world electronics producer started her Journey to the top by imitation. Using the available resources from thin, before perfection stage was reached. In realizing the role of culture in our development, governments must effect some developmental programmers. There is the need to revive those good and useful aspects of our culture. The Governments at Federal. State and Local levels should continue to encourage Nigerian scientists and liberal art experts in their quest towards scientific and technological feats Some Nigerian have been providing their worth and expertise whiles outside the country than when they were residing in. The country. Higher institutions of learning should e adequately funded so as to contribute their quota to the realization of the dreams of the country by carrying out more researches in the field of Arts Sciences and Technology through organization and promotion of our traditional festivals and folklores to attract tourists. The exhibition of our products both within and outside the country should be encouraged and financed by the government. Our Western- trained scholars need to be re-orientated as well as the general public on the need to promote our culture. Qualified Nigerian should be deployed to implement our developmental programmers. We do not need to bring in foreign experts with their own cultural systems entitled knowledge of our culture to man of our industries. Agriculture should . Be given more attention and the rightful pride of place in the country. Application of traditional implements will go a long way to annihilate the sufferings people encounter in practicing modern agriculture, more so when the modern implements are hard to come by. Individuals should stop deriding our culture while allowing foreigners to take such values to their countries We need to have a historical record of our past cultural activities and from this historical respective; we will be able to know our failures and achievements, which in turn would be of benefit in starting a good course for our future developments.

Learn How To Make Money Freelance Writing Online

Learn How To Make Money Freelance Writing Online Learn How To Make Money Freelance Writing Online Learn How To Make Money Freelance Writing Online By Ali Hale The Internet completely changed the freelance writing landscape. For some people (those who were freelance writers before), these changes are scary. For others (those who are getting started), they are quite exciting. In my opinion there has never been a better time to be a freelance writer, and that is why we decided to launch the DWT Freelance Writing Course earlier this year. Today we are opening the doors to new students again (if you want to join us click on the link above). The course is a six-week program designed to teach you everything you need to know about making money freelance writing online. You’ll get written lessons every week (that you access on a special members’ site). They’ll cover: Week #1 Maximizing Your Productivity to Multiply Your Profits: During the first week youll learn techniques you can use to increase your productivity as a writer – if you can write fast without sacrificing quality, you’ll massively increase your earnings. Week #2 Website Setup, Promotion and Guest Blogging: Setting up your own freelancing website and building up your online writing credentials – essential if you want to be taken seriously and land online gigs. Week #3 Writing Content For The Web: Writing for the web is a totally different beast, and in this module youll learn techniques that can set you apart from other freelance writers. Week #4 Finding Clients and Developing High Paying Jobs: Finding great clients and high-paying jobs is probably the biggest challenge any freelance writer will face. The information provided in this module will help you overcome this challenge. Week #5 Running A Freelance Writing Business: Running your business effectively – because if you can’t communicate well with clients or if you miss deadlines, you’ll soon find yourself out of work. Week #6 Using Social Media To Promote Yourself: Social media is already considered an important part of modern marketing. In this module youll learn how to use it to promote yourself and land more clients. Three years ago my life changed forever when I left my day job to become a full-time freelance writer. Now, I get to do what I love all day long. This course teaches you exactly how I did it – so that you can do the same. And you won’t be alone. You’ll be taking the course as part of a whole group of writers (hundreds of them!). You’ll have a forum where you can get to know them – and where you can get advice and support directly from me, whenever you need it. So that everyone can go through the course together, though, we are keeping the doors open for 72 hours only, until midnight (GMT) this Friday, September 30. If this is what you’ve been waiting for click here to read all the details and join us. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Writing Prompts 101Expanded and ExtendedQuiet or Quite?

Women are not treated fairly in prison Essay Example | Topics and Well Written Essays - 1000 words

Women are not treated fairly in prison - Essay Example Through the work of Davis, she says that almost all the woman that were in prison during her time were either black or Porte Ricans (Davis 19). The very reason for her imprisonment was her political views even though the authorities claimed that she had committed he offence of conspiracy and murder. The high number of racial imbalance within the prisons may demonstrate unfairness in other processes that come before imprisonment as was in the case of Davis. Davis makes a resounding call to the reader by stating several times that there was bias within the prison and that the population dynamics in the prison did not reflect any reality with regard to the criminality of the people in. Further she states that the bias in the system was such that it did not favor people who were poor and that explain why black people and other minorities were found in jails. Davis further points that not all women were treated the same once they found themselves in the prison walls.   It is pointed tha t while women were not restrained while Chicana and black women were put in handcuffs (Davis 298). A clear picture of what happens to the woman can be summarized through the story of Shakur. From the onset, she was imprisonment on an allegation that she had killed state trooper, something that was false. Based on the wrong allegation, she was subjected to inhumane treatment such as being stripped naked so that searchers were carried out. This kinds of treatments were not done to all other girls especially Chicano and black.

Website Design Essay Example | Topics and Well Written Essays - 750 words

Website Design - Essay Example Contracting web designing companies would probably become less involving but the costs could reach up to $40000. Hiring individuals remains a more affordable method to the company than utilizing contract companies. The website shall be created in the form of a business website as the company seeks to utilize the website for marketing products. A business website type could enable the company to undertake Internet marketing and receiving feedback from clients. The company could also utilize this website in giving information to visitors concerning the company. This would include the professional functions of the company and the company contacts which prospective clients could utilize when contacting company representatives. Conformity to the existing web designing standards remains essential in ensuring the website remains usable and easily accessible. DOCTYPE declaration shall be made to enable validation of the website via W3C which shall identify errors of conformity to existing standards. Website and networking requirements There are various elements of consideration that shall be included when deciding the website to be utilized. The costs for web-designing could be estimated at $7000. These shall include wages of the web-designers and the other individuals assisting within the preparation of the website. ... expenses like SEO, account set-up fee, and other miscellaneous expenses, the total cost of developing the website could be $21000, which remains an estimated figure with little variations expected (Schiffer, 2011). The networking shall include utilization of network adapters each costing $28 and wired network cameras costing $120 per unit. In enhancing network connectivity local area network adapter shall be installed in all computers within office premises with each adapter costing $25. Physical connection shall require the purchasing of about 5000 ft of Belden Media Twist bulk cable at $200 per 1000 ft. The cost of these cables would, therefore, be estimated at $1000. Search engine optimizers for the company website shall become part of the Internet marketing campaign undertaken by the company (Graham, 2003). The costs for these optimization services could be estimated at $700 monthly, with the costs expected to increase later. The company shall utilize animation applications on th e website aimed at attracting individuals visiting other websites. This technique should assist in providing notifications to individuals concerning the company presence online. Computers and other equipment The company shall utilize desktop computers in each company office estimated to cost about $750 per single computer. Several individuals shall be given laptops with an estimated value of $800 per unit. The salesmen shall be offered laptops to enable the access to company website and upload sales information from various locations. The company shall be using JavaScript application for accessing the website. This application shall enable the website to be viewed by many individuals, as this application remains compatible with various models of computers. This application requires little

Informative Speech Essay Example for Free

Informative Speech Essay Attention Getter: Mothers day is coming up, and there is a few options for you to use as gifts. 1. You can spend fifty dollar on flowers just to watch them die in a week. 2. You can buy her chocolates even though most of us are constantly trying to cut back. 4. You can do nothing and look like a jerk. 5. Or can simply spend a dollar at a thrift store, and create a desk ornament using only an old book. Topic Sentence: Recently I’ve made a few of these and have gotten a really great response from family and friends. I suppose I’d call it book-origami, but I’m not sure if there’s a proper title for this sort of thing. My purpose tonight is to teach you how to make one of these. Credibility / goodwill: After I made my first book, I got several compliments on it. Afterward, I came to the conclusion it might make a great mantelpiece, or even a desk ornament. Itsinthestars.com/us shows a survey taken in 2012 that states â€Å"The average person ends up purchasing 16 gifts or more a year.† Gift buying can add up quickly so I have found that it is nice to have a backup plan in case you’re broke at the time. Surely some of us in this very room have come to this dilemma so I am hoping to provide an idea for such an occasion. Thesis: Tonight I will teach you how to make one of these decorations by first teaching you what type of books are best to use, secondly I will tell you how to prepare the process of getting started, and lastly I will be teaching you a few of the folding techniques. Body: (Chronological = steps in a process) I. The First step in making one of these book decorations is to find the right kind of book to work with A. Through trial and error, I have found that it is best to use a hardcover book. 1. The way I have been making these has been without the use of any glues or starches, and the hardcover frame seems to help the book hold its shape naturally. B. When choosing your book you will also need to consider the number of pages that it has. 2. This was actually my first book, and it has about two hundred fifty pages in it. My second book actually has over 550 pages in it. The choice you make depends on your taste, but personally I think the thicker book has a much fuller and professional look. C. You should also consider the size of the cover of your book. 1. I believe that a someone smaller book makes for the best decoration because it doesn’t take up much room. Transition: Now that you have chosen a book to work with, you are ready to divide your book in sections. A. In my first book I didn’t take a whole lot of time, and just approximately divided the book into 3 sections. 1. You might not be able to tell at first glance but one side actually has around 15 pages more using the first folding style. B. If you want to go for a truly symmetrical look, I would suggest counting out each page individually. It will take more time this way, but you will probably be happier with the end result. 1. After you have decided how much you want in each section, I would recommend marking each sections beginning and end with a bookmark. Transition : Now that you have sectioned off your book, you’re ready to start folding. (please excuse my lack of technical terms, but this is really just something I’ve been experimenting with and was not actually taught anything about origami. A. I like to start off each book with several simple corner folds. 1. After each page, you should alternate between folding the top corner down, and folding the bottom corner down. 2. The reason I start the book this way because it is a really easy technique, and it also seems to help the book expand quite a bit. B. Another fold I use quite a bit I would call an airplane fold. I call it this because it is how I remember starting off paper airplanes, again this isn’t a technical lesson. 1. This technique is done simple by folding the top and bottom edges into the middle of the page. 2. I tend to use this technique for the middle section because again, it is very easy to do, and it helps the book to stand up. C. What I have used for the outer-middle section here is actually just a variation of the airplane fold. 1. After folding both edges in, you then take the middle point of the page and fold it to either the upper or lower portion, again alternating with each following page t o get this accordion look. Conclusion: Thesis: Tonight I have taught you how to make one of these decorations by first teaching you what type of books are best to use, secondly telling you how to prepare the process of getting started, and lastly I taught you a few of the folding techniques. Closure: Now you’re ready to make one of these for yourself. I’ve only been doing this for a few months, and I have found that most of the fun comes from trying new techniques. I’ve only shared with you a couple of the techniques that I’ve used. I would highly encourage you to try some of your own ideas, get creative . You could try ripping or cutting the edges of certain pages to give them a rough look, or you could add paperclips to portions of the book to give it a specific hold. Maya Angelou once said in the book Conversations with Maya Angelou printed in 1989 â€Å"You cant use up creativity. The more you use, the more you have† I’ve always agreed with that. I have found this to be a fun, creative and cheap idea for a gift. Mothers day is Sunday the 12th of May this year, so you should get started.

The Greenhouse Gas Protocol Essay -- environment, pollution, global war

Reduction of greenhouse gas (GHG) emission, particularly from industrial production, to combat global climate change is one of the biggest sustainable development challenge for the international community. Countries are adopting Nationally Appropriate Mitigation Actions (NAMAs), low carbon development strategies and climate change policies to tackle issues of climate change and at the same time meet their development goals. At the global level, United Nations Framework Convention on Climate Change (UNFCCC) and Kyoto Protocol, have paved ways for voluntary GHG emission reduction targets. To facilitate the mitigation actions, carbon intensities of production process are tracked and GHG inventories are developed. Such accounting of GHGs is a common practice in developed countries and is increasingly being adopted in developing countries as well. However, need for an internationally acceptable standardized and comparable GHG accounting and reporting was felt necessary that lead to the e stablishment of the Greenhouse Gas Protocol (GHG Protocol), which has developed protocols, standards and guidelines for the objective. What is the GHG Protocol? The GHG Protocol is the most widely used and international accepted accounting tool or methodology to quantify, and manage GHG emissions. It serves as the foundation for nearly every GHG standard and program in the world - from the International Standards Organization (ISO) to The Climate Registry - as well as hundreds of GHG inventories prepared by individual companies. The GHG Protocol also offers developing countries an internationally accepted management tool to help their businesses to compete in the global marketplace and their governments to make informed decisions about climate chang... ...hed in India. More information about GHG Protocol Initiative can be accessed from http://www.ghgprotocol.org/ Works Cited CDP. 2011. CDP India 200 Report 2011: Accelerating Low Carbon Growth. London: Carbon Disclosure Project. Also available at: https://www.cdproject.net/CDPResults/CDP-2011-India-200-Report.pdf accessed on 27 March 2012. CorporateRegister.com Ltd.. 2007. The Corporate Climate Communications Report 2007. London: CorporateRegister.com Ltd. Also available at http://www.corporateregister.com/pdf/CCCReport_07.pdf accessed on 27 March 2012. WRI and WBCSD. 2007. Measuring to Manage: A Guide to Designing GHG Accounting and Reporting Programs. Washington, DC and Geneva: World Resources Institute and World Business Council for Sustainable Development. Also available at: http://www.wri.org/publication/measuring-to-manage accessed on 26 March 2012.

Econ Syllabus

I will spend most of the time going through the theory and ideas that form the fundamentals of labor economics. However, it is important that students are aware of the simple facts of labor market in the US. Using the theory and facts, it should be possible to evaluate labor market policies.II. Prerequisite: The course is designed for economics majors and others who are already seriously interested in economics. Economics 301 Is a prerequisite. Ill. Evaluation: There are two methods used to calculate the course grade; I will choose for you at the end of the term whichever method gives you the higher grade. Method 1 Is designed to reward students who show consistent progress throughout the course, while Method 2 rewards those students who show improvement over the semester. Methods : Quizzes Homework and participation First midterm Second midterm FinalDate: Swept. 25th, 2014 class time Date: Date: Deck. 14th, 2014, Methods: Homework and participation 45% IV. Textbook (required): Labor Economics, George J, Boras (McGraw-Hill 6th edition) You can also use the 5th edition, which is much cheaper, and the content is much the same. V. Course outline: My lecture will be based on the textbook, highlighting fundamentals of labor economics that students should grasp. I plan to cover the following topics, but changes could be made, subject to the progress of the course. 1. The basics The subject of labor economics Theory and facts 2.Labor Supply (1) The basic static individual labor supply The labor/leisure choice and indifference curve The budget constraint The hours of work decision Income and substitution effects Individual labor supply Effects of taxes and subsidies (2) Extensions Life cycle labor supply Labor supply over business cycle Retirement Family labor supply Fertility and labor supply 3. Labor Demand Inputs and the production function Employment decision: short-run and long-run Elasticity of substitution Derived demand 4. Labor market equilibrium Equilibrium i n the competitive labor marketNon-competitive labor markets: monopoly and monopoly 5. Wage differentials The hedonistic wage function Labor supply and risk Safety and health regulations 6. Human capital Education and income Present value calculations Costs and returns to schooling Training Age-earning profile Policy 7. Wage structure Earning distribution Why do wages differ? Changes in the earning distribution International income distribution 8. Labor Mobility Mobility and migration Immigration in the US Models of immigration Benefits and costs of immigration Immigration policy.

Nat King Cole

David Chen MUEL 2752 Dr. Daniel Jones Pre-Rock Era Project: Nat King Cole There is no questioning Nat King Cole’s place as one of the most influential and important American popular musicians in history. Although he was initially known as an innovative and skilled jazz pianist, his singing allowed him to become highly successful in the realm of popular music, more specifically in the big band and jazz genres. Nathaniel Adams Coles was born in Montgomery, Alabama on March 17, 1919 (Ruhlmann par. 3). His family moved to Chicago in 1921, where he began to play the piano at age four and took classical lessons at age 12 (Ruhlmann par. ). When he was 15, Cole dropped out of high school in order to pursue a career as a jazz pianist (Ruhlmann par. 4). In 1937, Cole formed the King Cole Trio and began doing live performances and occasional recordings for small labels as well as some radio work. After releasing successful singles such as â€Å"That Ain’t Right† and â€Å" All for You,† the King Cole Trio was signed by Capitol Records in 1942 (Teachout par. 15). Cole began to utilize his voice increasingly, and critics began to notice the King Cole Trio’s increasing tendency to emphasize popular music as early as 1945 (Teachout par. 0). In 1951, Cole officially disbanded the King Cole Trio and continued his successful career as more of a standup singer than as a pianist (Teachout par. 25). Cole continues to sell great quantities of music today. However, despite his popularity, Cole has often been the subject of criticism. Many criticize Nat King Cole for compromising his artistic integrity as a jazz musician in order to achieve commercial success. Some even consider his increasing popularity and shifting musical style to be â€Å"betrayal† (Ruhlmann par. 1). One article from NPR music argues that Cole’s â€Å"singing clearly betrayed his jazz sensibilities,† while another even goes as far as to call Cole a â€Å"failed jazzman† (NPR par. 5, Teachout par. 5). Contrary to these critics, Nat King Cole’s transition from pure jazz into popular music only added to his greatness as a musician and as a prominent public figure. Cole still must be considered one of the most important and influential jazz musicians in American music history, and his conversion from pure jazz to the commercial realm of music in fact allowed him to break important racial oundaries in the world of popular culture. Despite accusations that his transition into popular music weakened his integrity as a musician and an artist, Nat King Cole left an indelible mark upon both jazz and popular music during his lifetime. Gunther Schuller, author of The Swing Era, remarks that Cole was â€Å"not only one of the most outstanding jazz pianists of his day but stylistically one of the most advanced† (Teachout par. 4). Many important jazz pianists were influenced by the piano playing of Cole, including Bill Evans, Oscar Peterson, and Hank Jones (Teachout par. 4). It is clear that while Cole is often known only as a popular singer, jazz musicians appreciate his tremendous skill and artistry as a jazz pianist. Nat King Cole’s influence upon jazz did not stop at his playing and improvisational skills. When invited to play at a Hollywood nightclub called the Swannee Inn, Cole decided not to use a drummer (Teachout par. 14). Inadvertently, Cole had utilized the â€Å"jazz trio†, a lineup that consisted only of a piano, guitar and bass. While Cole was not the first to use this setup, jazz experts often argue that he was the first to fully grasp the musical possibilities of this unique instrumentation. According to Terry Teachout of American Scholar, most pianists in groups without drummers tended to overplay in order to fill the musical space and provide additional rhythm; Cole, however, simplified his playing and created a new type of jazz sound (Teachout par. 15, HOWZE par. 6). The King Cole Trio’s lineup was emulated by numerous musicians, including Art Tatum, Oscar Peterson, Ahmad Jamal, Charles Brown, and Ray Charles, and, some assert, helped lead the way in small band jazz (Ruhlmann par. ). Cole explored entirely new territory in jazz, surpassing the influence of other popular musicians of his time. Rather than staying within the confines of jazz as the world knew it, Cole actually created new styles and novel ways of using old instruments, thus furthering the development of jazz as an art form. Nat King Cole’s conversion from pure jazz into popular music, while despised by some, actually increased his significance in popular culture and music. Cole’s status as a popular singer in fact allowed him to reach audiences and to break boundaries he could never have broken as a pure jazz musician. Starting in the 1930s, Cole’s piano style and jazz instrumentation defined the jazz-piano trio; however, it was not until he began to sing that he became a â€Å"consummate and world-famous entertainer† (HOWZE par. 1). Connaitre Miller, a fine arts professor at Howard University, notes that Cole was the first jazz singer promoted on television (Foster par. 6). It was mainly Cole’s popularity as a singer, and not as a jazz musician, that allowed him to be featured on television. If Cole had remained within the confines of instrumental jazz, he may have silenced jazz critics who accuse him of betraying jazz, but he also would not have been able to spread his jazz-influenced singing to such a wide audience as the one afforded him by his television appearances. Nat King Cole’s popularity as a jazz singer even allowed him to challenge racial boundaries of his time. The King Cole Trio was, according to Terry Teachout, about as popular as a black unit could be within the confines of jazz and show business, and â€Å"[broke] through the concrete ceiling that kept most black musical acts from reaching the highest peaks of celebrity† (Teachout par. 14). On November 5, 1956, The Nat King Cole Show debuted on NBC and became the first of its kind hosted by an African-American (Noble). On one notable occasion, Nat Cole was not allowed to stay at certain hotels or visit certain casinos in Las Vegas. Eventually, Cole sought legal action against those hotels and clubs, using his celebrity status to challenge Las Vegas’s intolerant system (HOWZE par. 6). While Cole’s status as a pure jazz musician may have been jeopardized by his transition into popular music, this very transition allowed him to effectively attack significant racial issues, an undertaking he could not have dreamed of as a jazz musician with a much smaller following. Nat King Cole may be the perfect example of an artist turned popular entertainer. As a jazz musician, Cole was almost unparalleled. Nat King Cole was certainly considered by jazz fans, musicians, and critics to be a leading jazz pianist, and often played in respected jazz venues such as the first Jazz at the Philharmonic concerts (Murph par. 8). Furthermore, Cole all but pioneered the â€Å"jazz trio,† a lineup that was highly emulated and influential in the development of jazz, proving that he was not only a highly skilled and respected jazz musician, but also an innovative and original one. Later, as a popular singer, he gained a tremendous monetary and commercial success as well as a massive audience. Even though he lost the respect of certain jazz purists, he gained much more influence upon pop culture, and using this influence, Cole popularized and cemented jazz’s influence on popular music while even addressing racial boundaries of his time. These accomplishments would have been much more difficult, or even impossible, to achieve if Cole had remained a pure jazz musician. In this sense, studying the career of Nat King Cole may yield important insights pertaining to the boundary between classical and popular music. As a purely classical musician, a musician such as Nat King Cole may be much more respected within followers of that particular musical genre; however, throughout history, musical figures who have crossed the line between classical, artistic music and popular music are much more memorable than those who do not. By entering popular culture, musicians are much more likely to have the ability to affect significant issues of the time. For example, Bono of U2 or Angelina Jolie possess a relatively great sphere of influence when it comes to political causes. If neither were as engrained in popular culture as they are, it would be safe to say that they would not bring as much attention to the issues they care about. By gaining popularity, prominent figures also gain influence within popular culture and maybe even on the course of history. Although sometimes criticized by jazz purists, Nat King Cole’s commercial success in fact allowed him to affect American popular culture in unprecedented ways and secured his status as one of the most important musicians of his time. Works Cited Foster, Shivonne. â€Å"Cole’s Memory, Legacy is Unforgettable. † The Hilltop (2007). March 2010 < http://www. thehilltoponline. com> Howze, Margaret â€Å"Jazz Profiles from NPR: Nat ‘King’ Cole: the Pianist. † NPR 2010. 9 March 2010 http://www. npr. org/programs/jazzprofiles Murph, John. â€Å"Nat King Cole: Getting their Kicks. † Jazz TimesMay 2009. 9 March 2010 http://jazztimes. com Noble, Amy. â€Å"The Story of Nat King Cole. † March 1998. 9 March 2010 http://members. pcug. org. au Ruhlmann, William. â€Å"Nat King Cole. † All Music Guide 9 March 2010 http://www. pandora. com Teachout, Terry. â€Å"Nat King Cole. † American Scholar 61. 3 (1992): 437-443. 6 March 2010 http://web. ebscohost. com/

Who Needs an Equal Rights Amendment You do essays

Who Needs an Equal Rights Amendment You do essays a. Since current sex discrimination laws are not based on constitutional amendments, are poorly enforced and are subject to interpretation. An Equal Rights Amendment to the Constitution is the only way to ensure the consistent enforcement of laws protecting the rights of women. b. Since there is no Constitutional protection for women are underpaid in regards to men in similar positions. An Equal Rights Amendment to the Constitution would end the underpaid and undervalued status of women in the workforce. c. Since Laws to protect women from discrimination due to pregnancy are not protected by a constitutional amendment. An Equal Rights Amendment to the Constitution would guarantee the integrity of a women's body unto herself. d. Since elderly women are economically discriminated against due to both their sex and economic situations. An Equal Rights Amendment to the Constitution would protect against sex discrimination in pensions, insurance and social security. e. Since discrimination against people due to their sex occurs in many basic areas. There is not an amendment protecting the rights of an individual regardless of sexual orientation. An Equal Rights Amendment to the Constitution would protect against discrimination due to sexual orientation. a. Since...Laws to prevent sex discrimination are ephemeral, or short-lived And...hard won laws against sex discrimination do not rest on strong Constitutional foundation And...current laws contain loopholes, are misinterpreted and ignored And...current laws may be weakened by amendment or repealed Therefore...An Equal Rights Amendment to the Constitution is the only way to ensure the consistent enforcement of laws protecting the rights of women. b. Since...Women are discriminated against in the workforce And...women still remain underpaid in comparison to their male counterparts in identical jobs And...federal laws do not address issues of pay equity for compar...

Visit us at CIPDs HR conference - Emphasis

Visit us at CIPDs HR conference Visit us at CIPDs HR conference On April 6-7, youll be able to meet the Emphasis team. Its your opportunity to talk to us face-to-face about your business-writing training needs anything from courses for your latest intake of graduates to improving your companys reports, and much more. Come and see us on stand 620 at the HRD conference and exhibition, the latest event organised by the Chartered Institute of Personnel and Development. You can pre-book an appointment with us through our exhibitor profile be sure to let us know the day and time you prefer. Or, if you spot the Emphasis stand as you bounce between discussions, speakers and seminars, then do feel free to drop in.

Star Wars and the Bible Research Paper Example | Topics and Well Written Essays - 750 words - 1

Star Wars and the Bible - Research Paper Example For instance, the original trilogy appears focused more on Jedi and the saving power of the Force’s Light Side. The Prequels on the other hand seems more focused on enticing power of the Dark Side which is consistent with the Biblical seductiveness of the evil. It is my humble submission that it is not a mistake that Palpatine’s rope contain red streak the moment he first uses the Dark Side to lure Anakin. There is strong evidence to suggest that Palpatine symbolizes Satan because just like the bible would like us to know, the Evil one is manipulative, a liar, and a person who like twisting the truth, not to mention his knack of playing with emotion. As for Ankin, he applaud Jedi for selflessness when he says that he (Ankin) only care of others which remind one of Philippians 2:3-4 which warns â€Å"do nothing out of selfish ambition, but in humility consider others better than yourself,† Which according to Paul was the main attitude that Jesus exhibited during h is time here on earth, and that he wanted us to replicate. We can also draw parallels between master Jedi qualities and those described in Galatians 5:22-23 concerning the fruit of the Holy Spirit. In this regard, we have qualities like; joy, kindness, love, faithfulness, self-control, gentleness and peace as the fruit of the Holy Spirit majority of which can be found in the character Master Jedi. Obi-Wan also exhibit traits that immortalize him in the memory of those that he leaves behind ultimately. First, his loyalty, dedication, knowledge and potential are legendary. These are virtues that we see in majority of characters in the Old Testament. Even after being conscripted into the radicalized Qui-Gon Jinn, he does not seem to lose objectivity and orthodox in his approach to issues.

International HRM (comparing between 2 cantries) Essay

International HRM (comparing between 2 cantries) - Essay Example Another determinant of human resources function is the culture of the nation. Culture encompasses language, norms, customs and beliefs. Policy development needs to take into consideration the values of the country such as individualism or collectivism. Many in the field of HRM argue that the function depends on organizational structure while proponents believe it is dependent on national culture. This paper presents a critique of the significance of national culture as an explanation for the difference in HRM practice between Australia and Korea based on individualism and uncertainty avoidance, which are contrasting national approaches to HRM. National culture is a significant determinant of the nature of workplace relations and the human resource management practices. In Australia, the culture of individualism is deeply rooted and people usually focus on personal accomplishments rather than working to accomplish tasks as a group. A person ascends the management hierarchy through working hard to become the leader in terms of performance. This is different in Korea where individualism is minimal, and people tend to focus on teamwork to accomplish their workplace tasks. Holbeche (2001) suggests that the determinant of the level of individualism is the economic well being of a country. This suggestion is supported by Vance & Paik (2006) who view teamwork as the response to the need for people sharing a common problem trying to establish a solution. An example is when a country is confronted by a disaster. The government and stakeholders as well as individuals cooperate to ensure that they acquire the desired strength to cope with the disaster. When it is solved, people find no reason to remain together and each party attends to other matters independently. In essence, Australia is one of the countries that have a thriving economy and therefore people may

Colonial America Essay Example | Topics and Well Written Essays - 500 words

Colonial America - Essay Example Each of these city-states or polis had its own customs, laws and way of life (Hornblower et al, 2004). Initially these city-states were ruled by a few wealthy men but gradually the administrative system became democratic. Athens was the largest city-state in Ancient Greece and its society was divided into the upper, middle and lower classes. However despite these differences ancient Greeks were bound by a common heritage and common language just like American people speak a common language. Greek citizens were trained in the arts, music, and they played games represented by the Olympics. There was a system of assemblies in which upper class citizens discussed issues of government and suggested changes, very much like the modern parliament. Ancient Rome was however ruled by an emperor and the Roman government balanced out political power between three different branches comprising of the Executive branch, the Legislative branch and the Judicial branch. The consuls who supervised the S enate and the army controlled the executive branch along with the mayors and tax collectors (Hornblower et al, 2004). Only adults were allowed to vote or elect rulers. The legislative branch consisted of 300 senate members who owned land and were elected by the consuls. The concept of senate members is still a part of the administrative system in America.

Observations of Fourth Grade Foreign Language Learning

Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache Observations of Fourth Grade Foreign Language Learning Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache