Angry Birds Physics Lab Essay Example

Angry Birds Physics Lab Paper Kyle Brooks 11/13/12 Angry Birds Projectile Motion Lab How to Perfect Distances Of Birds using Launching Angles Purpose: The Purpose of this Lab is to discover which launch angles give the birds the longest and shortest time in flight. Hypothesis: I believe that the bird will launch the farthest at the 45 degree angle because that’s exactly half of 90 degrees which will give it the maximum height in comparison to length. I also think that the bird will launch the shortest at 0 degrees because it will go a very short distance because it has such a steep launch angle. Apparatus: Materials: †¢Angry Birds application †¢Protractor to measure angles †¢Level with no obstructions in the birds path (level 1) †¢Red angry birds Procedure: 1. )Gather birds, launcher, other materials, and open up angry birds application. 2. )Launch birds at 0, 45, and 90 degrees (or your choice of angles to test) and record data. (Make sure the level is one that doesn’t obstruct the path of the birds and contains only red angry birds. Like level 1. ) 3. )Repeat step 2 3 times and record distances for each angle. . )Look at the qualitative data and come to a conclusion of which angle gives the bird that farthest distance and which the least. (Record distances. ) Variables: Controlled: Power birds are launched at (maximum), type of angry birds (red birds), level where test were done (level 1) Independent: Angle the angry birds are launched at Responding: Birds travel a certain distance based off the angle they are launched at. We will write a custom essay sample on Angry Birds Physics Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Angry Birds Physics Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Angry Birds Physics Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Data: Distance Traveled by Bird (Qualitative) Angle of Launch Trial0 degrees45 degrees90 degrees Slightly ForwardOut of the screenNearly to the Structure 2 Slightly ForwardOut of the screen2/3 to the Structure 3Slightly BackwardsOut of the screen? to the Structure 4No MovementOut of the screen2/3 to the Structure 5Slightly BackwardsOut of the screen? to the Structure Data Analysis: According to the previous data, the birds launched at 45 degrees went the farthest each time; they went out of the screen on all 5 trials. Birds launched at 0 degrees, on the other hand, barely moved at all and went the shortest distance. Picture of Data: x x xx y y yy y zzzz Key x=0 degrees y=90 degrees z=45 degrees =launch point for birds =the structure birds are aiming for Conclusion: The Question in this lab was which angle would result in the birds going the farthest and shortest distances? I hypothesized that the birds launched at 45 degrees at maximum power would go the farthest because this has the highest height to length ratio. After testing, 45 degrees turned out to help the birds travel the farthest while the birds traveled the shortest distance at 0 degrees. This proves that my hypothesis was correct and 45 degree angle does allow the angry bird to go the farthest distance. Since we had to use a protractor, the design of the experiment doesn’t do a great job of finding the best angle for launch because the level doesn’t tell you what exactly 45 degrees is or what exactly 30 degrees is. This means each test had close to the desired angle, but never the exact. The data has to be measured qualitatively because the application doesn’t give distances or angles. However, we still know that birds travel the farthest at 45 degrees because that is the optimal angle to launch at. Ways to improve this experiment include using an application that gives distances and exact angles to make the data more accurate and the chance to measure quanitativly, applying this experiment in real life to see how accurate the previous data is, and trying more angles to see what other angles work and don’t work for traveling far. To apply this to real life, a real slingshot would have to be made that could be shot at accurate angles and then measure the distance of the projectiles.

CHAPTER 5 NOTES

CHAPTER 5 NOTES Extra Credit #5-Mini Project Chapter 5: Philosophy of Religion Notes (How I study) Rewriting notes Working def of religion- a community which, through faith, knows God exists. And they worship his God and "Â ¦based on faith (belief based on faith).Working def of God- the Christian God that is all-mighty (omnipotent) strong, powerful, all-good (omni benevolent), all-knowing (omniscient) knows everything, all-present (omnipresent) everywhere at once, and created everything (omni creative) created the universe and everything.Working def of philosophy- the search for certain objective knowledge and truth, based on observations (empirical evidence) or on reasoning (rational evidences), but not on faith (intuitive evidence).Empiricism- the belief that all knowledge is ultimately based on sense experiences or observation.Rationalism- the belief that true knowledge is based on reason, or logic.Objective- something that is true independent of human existence. Note that an objective truth is true for all people at all times.Bertrand Russell 1907Subjective- something that is true only for certain individuals or a single individual. A subjective truth is only true for some people, some of the time.Bertrand Russell- figure out where you are (what you believe), figure out where you want to go (what you want to believe), figure out how to argue convincingly from where you want to be, if you can do so, then you have good reason to believe your desired belief.Theism- belief in the existence of God.Atheism- the belief that God does not exist.Agnosticism- uncertainty about the existence of God, or belief that it is impossible to know whether God exists or not.The Ontological Proof Rational-based on reasoning (reason and logic"Â ¦just think) Anselm of Canterbury- believed that for something to exist, it must exist in both the outside world and inside.Descartes- revised Canterbury's philosophy and said that to exist...

Is Bakhtin's concept of the carnivalesque a helpful model in analyzing Essay

Is Bakhtin's concept of the carnivalesque a helpful model in analyzing contemporary celebrity culture - Essay Example In this case, it can be claimed that people usually take part in a carnival, where regular human life rules, regulations, restrictions and hierarchy of the society are not applicable. Bakhtin has offered four specific categories for carnival event that include ‘Free and familiar interaction between people’, ‘Eccentric behaviours’, ‘Cannibalistic misalliances’ and ‘Sacrilegious’. In this regard, Bakhtin has emphasized these above mentioned human behaviours or approaches for ensuring freedom and opportunity of equality among the people. Bakhtin’s concept of the carnivalesque has manifested in forms of ritualistic acts and it plays a major part in case of carnivalistic life. Simultaneously, Bakhtins concept of the carnivalesque helps in case of identifying the popular culture of carnival (Karimova, 2010). In this essay, the objective is to identify weather Bakhtins concept of the carnivalesque a helpful model in analysing contemporary celebrity culture. In order to attain this objective, it is essential to identify the key aspects of the Bakhtins concept. Moreover, it is essential to identify the trend of the contemporary celebrity culture. Mikhail Bakhtins humour and his comic essence made him one of the most popular critics of the concepts of carnivals that are effectively practiced in the different segments of the society. According to HU (2012), Bhaktin’s conceptualisation of carnivalesque is majorly based on the dialogical genre of the different concepts. The study of Karimova (2010) implied that Bhaktin’s states carnivals to be different from real life that the people lead in this world. The rules, regulations and real life tantrums are missing in the festivals and carnivals that affect the concepts of festivity. Furthermore, Bhaktin’s concepts of carnivalesque are based on the concepts that bring together the opposites of the society. This focuses on the use of the different concepts such as the death and birth as well as rebels

Analysis of the Strategy Options for British Airways Term Paper

Analysis of the Strategy Options for British Airways - Term Paper Example Presently, aviation customers search for those airlines which provide quality service, on-time arrival and departure, and reasonable rate altogether. Thus, aviation organizations do not have any other alternative but to defy traditional business strategies and develop new strategies (Dostaler & Flouris, n.d.). Several tools help to analyze the strategic choices available for British Airways in order to stay competitive in the market. ...Among the three strategic alternatives, British Airways has implemented a differentiation strategy in terms of quality. British Airways provides quality services to the customers for generating a valuable traveling experience. It provides healthy food options, quick track change network, superior sleeper facilities, and in-flight shower system among others. These differentiating services help British Airways to develop a unique brand image for the company (Office Application Development, 2010). Ansoff Matrix Ansoff matrix is a popular marketing manage ment tool which helps to recognize potential alternative strategies British Airways can consider. British Airways needs to refine the ideas by identifying appropriate methods for accomplishing the strategic options. Growth can be accomplished by internal improvement or else it can be achieved by acquisition and progression of market/services (Bowhill, 2008). The following table will illustrate the Ansoff Matrix and different strategic options: Products Present New Market Present Market Penetration Product Development New Market Development Diversification The major strategic elements of British Airways for differentiating the services are: Improving interactions with employees and developing them towards high performance Provide outstanding traveling experience to the customers Increase financial performance Maintain superiority in business operations Maintain good relationship with suppliers, communities and other elements of the aviation industry (British Airways, 2010).  

Research Paper for College Course -- Introduction to Microeconomics

For College Course -- Introduction to Microeconomics - Research Paper Example Smith is credited with being the first to examine the importance of the division of labor and worker productivity and for advancing the idea that free markets thrive on the basis of mutual self-interest. Although Smith warned against monopolies and mercantilism, his notion that markets are driven toward the public good by an "invisible hand" has made him a venerated figure among free market doctrinaires. (Answers.com). The purpose of this paper is to describe the pros and cons of free trade. Trade allowed nations to obtain the goods and services the population needed in order to survive. In the 20th century the ability to trade with other nations became a critical success factor for many nations including the United States of America. Today free trade is practiced by many nations in the world. More than ever before in history we see that free trade agreements are being sought by the world’s most powerful countries, as well as the developing nations. In short, free trade agreements are now high on the political agendas of many nations and the World Trade Organization. The globalization movement has been instrumental in forcing nations to enter into free trade agreement. In North America the free trade agreement that is enforceable is the NAFTA agreement. The NAFTA opened up free trade between the United States, Mexico, and Canada. â€Å"NAFTA was designed to promote economic growth by spurring competition in domestic markets and promoting investment from both domestic and foreign sources† (Teslik). The reason that NAFTA was initiated was because President Bill Clinton in 1994 saw the European Union as a threat to the Americas. A free trade agreement between the United States and its two neighbors was crafted to be a plausible solution that would offset the growing global economic trading power of the European Union. The implementation of free trade agreements eliminates the imposition of tariffs in the trade of goods. As a consequence of the

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

web dubois :: essays research papers

WEB DUBOIS WEB Dubois was born and raised in Barrington, Massachusetts. After high school and with the help of friends and family, and a scholarship he received to Fisk College (now University), he eagerly to Nashville, Tennessee to further his education. This was his first trip south. And during his stay there, his knowledge of the race problem became clearer. He saw discrimination in ways he never dreamed of, and developed a determination to expedite the emancipation of his people. Consequently, he became a writer, editor, and an impassioned orator. And in the process, acquired a belligerent attitude toward the color bar. While he was teaching an Atlanta University, Dubois wrote about and studied Negro morality and Negro urbanization. During this period a controversy grew between DuBois and Booker T. Washington, which later grew into a bitter personal battle. Washington argued the Black people should temporarily forego "political power, insistence on civil rights, and higher education of Negro youth. They should concentrate all their energies on industrial education." DuBois believed in the higher education of a "Talented Tenth" who through their knowledge of modern culture could guide the American Negro into a higher civilization. (DuBois’ Dusk of Dawn). When Dubois began to solicit help for â€Å"organized determination and aggressive action on the part of men who believe in Negro freedom and growth†, twenty-nine men from fourteen states answered the call in Buffalo, New York. Five months later in January of 1906 the "Niagara Movement" was formed. Its objectives were to advocate civil justice and abolish caste discrimination. Though they were criticized for their radicalism, this was the first significant black organized protest movement of the twentieth century. The downfall of the group was attributed to public accusations of fraud and deceit engineered presumably by Washington advocates. In 1909 most members of the Niagara Movement merged with some white liberals and thus the National Association for the Advancement of Colored People (NAACP) was born. DuBois was not altogether pleased with the group but agreed to stay on as Director of Publications and Research. He was also editor in chief of its publication â₠¬Å"the crisis for more than 20 years. He used his mighty pen to denounce racial injustice all over the country and grew more and more popular. This period marked the height of DuBois' popularity. The Crisis magazine subscription rate had grown from 1000 in 1909 to over 10,000 in May of 1919.

Kelly Services Essay

Kelly Services Inc This case is really focusing on the issue of a company that needs to consider taking on debt. Kelly Services Inc. is going through a period were they are going through some major expansion. With major expansion needs the urge to find investors. When you find investors you need to take on debt, the good thing about debt is you are able to generate profit without having to put a dollar down. So if the debt increases, yes he will be leveraged, but through the company leveraging it gives it the opportunity to generate more of a return in the long run. It says the pay out ratio is 28 percent. For the cases of Olsten and Volt, you can see that Olsten has no debt. Having no debt means the returns you are going to receive are going to be a lot lower For instance Olsten has 0 debt financing and as you can see there returns are the lowest of the three companies. On the other hand Kelly also has 0 debt but there forecasting for growth is a lot lower then Volt the reason being because they do not have the financing to take on investments that can grow their company in the future. On the other hand when you look into Volt’s statements they have the highest debt with still good net worth, but it has the highest level of growth for future advancement. So what this shows is a company that has the highest leverage won’t only have a good return on investment it will also show a favorable path for growth within the future. Another interesting thing to look at is the return on sales. Even though Volt put up a negative figure for one of it’s terms for sales it still had a relatively high net worth. This can mainly be attributed to the way they leveraged their by taking on debt. His lesson on business leverage in law school was wrong. Reason being if you leverage your firm you are able to get a higher return on investment just like anything else. Leveraging your firm takes on risk and the more risk you take on the higher the return you will receive. Another beneficial factor of leveraging your firm is being able to invest investors money instead of your  own. So when you make profit you are making your profit off of not your own risk, but the risk that someone else was taking to put into your company. So through leveraging you are minimizing your risk for potentially having the greatest return. Through the data that was given it really put me on the fence whether taking on leverage was a beneficial thing or not. There is data that is going to back up both claims, but I think being leveraged definitely outweighs being unlevered. You can really understand this through Volt’s company’s information because it shows that you can show a net worth being positive even having negative figures on return on sales return on assets return on capital and return on equity.

Howards End Essays

Howards End Essays Howards End Essay Howards End Essay Essay Topic: Woman of Colour Novel How does Forster use contrast and opposition in the aftermath of Mrs Wilcoxs death? Throughout the novel, Howards End, Forster has used contrast as one of the main structural devices to develop the connection between the relationships. Materialism and spiritualism are one of the contrasts in the novel which aid us when viewing the relationships between the Wilcox family. Spiritualism is the unseen, the intangible attachment to objects in life and Mrs Wilcox represents the unseen in the novel even after she has died. Forster is presenting the unseen to us through the colour of nature/images of Mrs Wilcoxs funeral and though Mrs Wilcox isnt physically present her spirit still lives on in nature. For example Clouds drifted over it from the west; or the church may have been a ship, high prowed, steering with all its company towards infinity Forsters use of the sea and imagery in this line helps present the unseen and how spiritually Mrs Wilcox will live for an infinite amount of years and that death is just part of the circle of life; that we live this world for another part of life- that there is no beginning or end to life. Contrasting Mrs Wilcox the rest of the Wilcox family represent the seen tangible objects in life like the business world and motorcars their world is filled with panic and emptiness. The language Forster has used to discuss the funeral seems deliberate as the poor were the only people that remained which is a credit to the memory of Mrs Wilcox as they have something in common, a connection to nature, but its disgrace to the rest of the family for the Wilcox family as they are of a high social class and to even be associated with those abyss was degrading. I somehow feel though that E.M Forster cannot write in great description of those who are poor as he said that every situation he had written about he had no personal experience of the home life of Leonard and Jacky in Howards End. In Forsters opinion Mr Bast is stereotype of a poor person. Continuing on the Forster does not mention Mrs Wilcoxs name she is referred to as the dead woman a cold description emphasising the cold hearts of the Wilcoxes and stressing the importance of keeping the spirit of Mrs Wilcox present throughout the novel, in this case, representing her mysterious nature that her family could n ot relate to. Even more so, the references to the lower classes emphasise the callus mind of the rest of the Wilcox family and how later on they handling of the letter proves this as they do not deal with feelings they are pragmatic for example the sarcastic comment about how funeral of the rich was to them what the funeral of Alecestis or Ophelia is to the educated Supporting the evidence so far it is clear that Mrs Wilcox knew no more of worldly wickedness than did the flowers in her garden contrasting the rest of her family quite immensely, which is also proof that her family did not understand her beliefs- this is evident when they turn the pony stable into a garage for though there may not have been a pony in the stables the stable had sentimental value to Mrs Wilcox as this was her family home losing the traditional rural look and becoming more urbanised. Mrs Wilcox was a woman who transcended others and is described as trailing noiselessly, and the rest of the Wilcox family hadnt noticed that Mrs Wilcox was infact a mysterious woman and though they felt she had gone, and, as if to make her going the more bitter, had with a touch of mystery that was unlike her shows that there was a lack of personal relationship between the Wilcoxes. Through opposition, Forster has shown the lack of emotion and how the Wilcoxes ignore their emotions. The imagery that has been used helps present the lack of connection to the Wilcoxes feelings and how they block them out through fortresses and hiding their emotions explains their materialism without it their would be panic and emptiness. When discussing the matter of the letter Mrs Wilcoxs name is never mentioned she is referred to as an invalid which again shows the lack of connection to their mother and wife as they are impersonal and this should be a time of grief not for discussing the letter, especially in a business like manner which we can tell when the two men were assuming the manner of the committee-room. The unseen had impacted on the seen, and all that they could say was Treachery. This shows that the formal men of the Wilcox family have a higher superiority of the women in their lives and their values cannot be tested, everything has to be logical and for things they do not truly understand, that are intangible like the sentimental values that Margaret and Mrs Wilcox shared there is perhaps in Charles eyes an alternate motive to Margarets intentions were unduly to manipulate Mrs Wilcox. At the end of the chapter there is a metaphor that refer to the Wilcoxs avoiding their emotion and stop them from hearing reality voyaged past the sirens, having first stopped one anothers ears with wool both the Wilcox men are blocking out the emotion of how hurt they are by losing Ruth Wilcox but they are also blocking out the guilt from ignoring her last wishes of leaving Howards End to Margaret. Howards End was not just a house but to Mrs Wilcox it was her spirit. However more to the point I have perceived Forsters attitudes to the seen and unseen throughout chapter 11 and the rest of the novel to suggest that one cannot be without the other and that to make the world what it is they both are viewed by many people differently but are connected because it makes us all the individuals that we are.

How Supreme Court Tie Votes Could Impact Major Cases

How Supreme Court Tie Votes Could Impact Major Cases Beyond all the political ranker and rhetoric spurred by the death of Antonin Scalia, the absence of the strongly conservative justice could have a major impact on several key cases to be decided by the U.S. Supreme Court. Background Before Scalia’s death, the justices considered to be social conservatives held a 5-4 edge over those considered liberals, and many controversial cases were indeed decided in 5-4 votes. Now with Scalia’s absence, some especially high-profile cases pending before the Supreme Court may result in 4-4 tie votes. These cases deal with issues like access to abortion clinics; equal representation; religious liberty; and deportation of illegal immigrants. The possibility for tie votes will remain until a replacement for Scalia is nominated by President Obama and approved by the Senate. This means the Court will probably deliberate with only eight justices for the rest of its current 2015 term and well into the 2016 term, which starts in October 2106. While President Obama promised to fill Scalia’s vacancy as soon as possible, the fact that Republicans control the Senate is likely to make that a hard promise for him to keep. What Happens If the Vote is a Tie? There are no tie-breakers. In the event of tie vote by the Supreme Court, the rulings issued by the lower federal courts or state supreme courts are allowed to remain in effect as if the Supreme Court had never even considered the case. However, the rulings of the lower courts will have no â€Å"precedent setting† value, meaning they will not apply in other states as with Supreme Court decisions. The Supreme Court can also reconsider the case when it again has 9 justices. The Cases in Question The highest profile controversies and cases still to be decided by the Supreme Court, with or without a replacement for Justice Scalia, include: Religious Freedom: Birth Control Under Obamacare   In the case of Zubik v. Burwell, employees of the Roman Catholic Diocese of Pittsburgh objected to participating in any way with the birth control coverage provisions of the Affordable Care Act – Obamacare – claiming that being forced to do so would violate their First Amendment rights under the Religious Freedom Restoration Act. Prior to the Supreme Court’s decision to hear the case, seven circuit courts of appeals rule in favor of the federal government’s right to impose the requirements of Affordable Care Act on the employees. Should the Supreme Court arrive at a 4-4 decision, the rulings of the lower courts would remain in effect. Religious Freedom: Separation of Church and State In the case of Trinity Lutheran Church of Columbia, Inc. v. Pauley, a Lutheran church in Missouri applied for a state recycling program grant to build a children’s playground with a surface made from recycled tires. The State of Missouri denied the church’s application based on a provision of the state’s constitution stating, â€Å"no money shall ever be taken from the public treasury, directly or indirectly, in aid of any church, section or denomination of religion.† The church sued Missouri, claiming the action had violated its First and Fourteenth Amendment rights. The court of appeals dismissed the suit, thus upholding the state’s action. Abortion and Women’s Health Rights A Texas law enacted in 2013 required abortion clinics in that state to comply with the same standards as hospitals, including requiring the clinics’ doctors to have admitting privileges at hospital within 30 miles of the abortion clinic. Citing the law as the cause, several abortion clinics in the state have closed their doors. In the case of Whole Womans Health v. Hellerstedt, to be heard by the Supreme Court in March 2016, the plaintiffs argue that the 5th Circuit Court of Appeals was wrong in upholding the law. Based on his past decisions dealing with questions of the rights of the states in general and abortion specifically, Justice Scalia was expected to vote to uphold the lower court’s ruling. Update: In a major victory for  abortion rights supporters, the Supreme Court on June 27, 2016 rejected the Texas law regulating abortion clinics and practitioners in a 5-3 decision.   Immigration and Presidential Powers In 2014, President Obama issued an executive order that would allow more illegal immigrants to remain in the U.S. under the â€Å"deferred action† deportation program created in 2012, also by an Obama executive order. Ruling that Obama’s action violated the Administrative Procedure Act, the law loosely regulating the federal regulations, a federal judge in Texas barred the government from implementing the order. The judge’s ruling was then upheld by a three-judge panel of the 5th Circuit Court of Appeals. In the case of United States v. Texas, the White House is asking the Supreme Court to overturn the 5th Circuit panel’s decision. Justice Scalia was expected to vote to uphold the 5th Circuit’s decision, thus blocking the White House from implementing the order by a 5-4 vote. A 4-4 tie vote would have the same result. In this case, however, the Supreme Court might express its intention to reconsider the case after a ninth justice has been seated. Update: On June 23, 2016, the Supreme Court issue a split 4-4 â€Å"no-decision,† thus allowing the Texas court’s ruling to stand and blocking President Obama’s executive order on immigration from taking effect. The ruling could affect more than 4 million undocumented immigrants seeking to apply for the deferred action programs in order to stay in the United States. The one-sentence ruling issued by the Supreme Court simply read: â€Å"The judgment [of the lower court] is affirmed by an equally divided Court.† Equal Representation: ‘One Person, One Vote’ It may be a sleeper, but the case of Evenwel v. Abbott could affect the number of votes your state gets in Congress and thus the electoral college system. Under Article I, Section 2 of the Constitution, the number of seats allocated to each state in the House of Representatives is based on the â€Å"population† of the state or its congressional districts as counted in the most recent U.S. census. Shortly after each decennial census, Congress adjusts each state’s representation through a process called â€Å"apportionment.† In 1964, the Supreme Court’s landmark â€Å"one person, one vote† decision ordered the states to use generally equal populations in drawing the boundaries of their congressional districts. However, the court at the time failed to precisely define â€Å"population† as meaning all people, or only eligible voters. In the past, the term has been taken to mean the total number of people living in the state or district as counted by the census. In deciding the Evenwel v. Abbott case, the Supreme Court will be called on to more clearly define â€Å"population† for purposes of congressional representation. The plaintiffs in the case contend that the 2010 congressional redistricting plan adopted by the state of Texas violated their rights to equal representation under the Equal Protection Clause of the 14th Amendment. They claim that their rights to equal representation had been diluted because the state’s plan had counted everyone – not just eligible voters. As a result, claim the plaintiffs, eligible voters in some districts have more power than those in other districts. A three-judge panel of the Fifth Circuit Court of Appeals held against the plaintiffs, finding that the Equal Protection Clause allows the states to apply total population when drawing their congressional districts. Once again, a 4-4 tie vote by the Supreme Court would allow the lower court’s decision to stand, but without affecting apportionment practices in other states.

The evolution of the smartphone markets Essay Example | Topics and Well Written Essays - 1500 words

The evolution of the smartphone markets - Essay Example This paper aims to discuss the evolution of Smartphone markets with reference to the model of monopolistic competition as it deals with the differentiated products. On the other hand discussion will cover the theory of network externalities because different Smartphone companies are offering entirely different operating platforms. More specifically the paper will discuss questions pertaining to the current competition in the Smartphone market and its potential to evolve in future. How Smartphone manufacturing firms will be competing over the time, what would be their business strategies, which of the firms are expected to rule the Smartphone market and how firms will generate profits in the long run? Markets of differentiated products are primarily dominated by competition over simple features and functions. However, over the time the nature of competition transforms and hence the competitors have to advance the operating platforms so as to gain competitive edge (Barrows, 2009:110). In broader terms it can be said that the evolution of Smartphone markets underwent two phases, for instance, the competition started with variations in the physical features and then it led to the significant changes in operating systems. Thus it is important to analyze this subject with respect to the above mentioned questions. In order to do this secondary data sources are used including books, journals and websites. Initially the type of market for which Smartphones are manufactured is specified. This is followed by the critical analysis with the help of economic models. The Monopolistic Competition Model It basically defines the first stage of the evolution of Smartphone market. It refers to particular economic setting where companies manufacture similar products with slight variations (Barrows, 2009:110). For instance, Smartphones are differentiated on the basis of functions, features, color, design etc. however, their fundamental purpose is to connect people and smooth the com munication channels. Hence in this way the consumers are given an advantage of using the comparable products with some differences (Himmelsbach, 2013:3). One of the factors influencing monopolistic competition is elasticity which actually plays a major role in the overall evolution of Smartphone market. The demand cross price elasticity of two unrelated products is either zero or near to zero, for example, the increase in demand of water will have no impact over the demand of shoes. But when the nature of products is differentiated then the cross price elasticity has significantly positive results (Barrows, 2009:110). For example, the demand of Android phones impact the demand of iOS Smartphones. This can be further substantiated on the basis of the fact that differentiated products can be used as substituted and therefore the demand of one product directly influences the demand of its close substitute. The Theory of Network Externalitie

Accounting Research Paper Example | Topics and Well Written Essays - 750 words

Accounting - Research Paper Example It is however important to understand that accounting is not a very easy subject to gain complete insight upon. It is usually seen as a very difficult trade to learn and get one’s complete understanding is related with his respective interest levels. Essentially, accounting is the art of properly detailing the financial information related with different business entities to varied stakeholders as well as managers (Cookingham 1989). The role of top management is also important as it comprehends the true meaning of accounting through the figures and statistics that are reached upon by the accountants. The hard work that goes in, in the wake of drawing up accounting ledgers and balance sheets is something that paves the way for financial success of organizations worldwide. Accounting comes about with a proper know-how of the financial statements which show how money was used in terms of the recession, uplift or any other form of economic season. The resources employed by the organization are also given proper emphasis within the accounting regimes thus suggesting that accounting is directly proportional to the efforts made by the management domains (Nichols 2004). In essence, accounting has a role within the entire organization as different business entities depend on this field of business for the long term growth and development of the organization. Moving ahead with the same discussion on accounting, one finds that there have been changes to this field of study of late as well. There have been incremental changes as well as wholesale ones, but the fact has remained that accounting has retained its place for quite a long period of time now. This will continue to be the case in the times to come as well since accounting has a definitive place within the understanding levels of business entities as well as the