PERCEPTIONS OF OPEN-ENDED ART BY FOURTH-GRADE STUDENTS AND THEIR TEACHER

This qualitative classroom action research began with a problem that developed over the course of a school year at a rural kindergarten through fourth-grade Title One elementary school in Michigan’s Upper Peninsula. Before beginning this research project, many of the students were highly engaged in their learning; however, some students were identified as not engaged and seemed to be coasting. The teacher researcher decided to try something new to engage all fourth-grade students. She decided to present her students with a constructivist approach to solving the problem of stacks of unwanted phonebooks from the district office. She challenged fourth-grade students to each repurpose a phonebook, thus inviting students to be an active participant in constructing reality and not just a passive recorder of one’s environment (Elkind, 2004). Rather than being told what to do with the materials, students had to make a plan for themselves. The only instructions were that students must repurpose the phonebook so that the phonebook became something new. What possible impacts might open-ended art projects have on the perceptions of fourth-grade students learning in art? Data were collected in the form of student and teacher completed rubrics, open-ended and multiple-choice questions completed by participants, and the teacher researcher’s anecdotal notes. Four primary themes in the data: student choice, social interaction, recycling/repurposing, and success. This research will inform the teacher researcher’s current and future classroom teaching practices regarding the use of constructivism in fourth-grade art lessons

Dissemination of information on hazards and risks: the Icelandic experience

This paper deals with on-going activities related to the Task Group H activities on "Disaster prevention strategies based on an education information system", carried out within the project framework of UPStrat-MAFA "Urban prevention strategies using macro-seismic and fault sources". The emphasis is on the Icelandic experience and related work. Civil Defence/Civil Protection in Iceland has distributed information to the public about disasters since the seventies, first about nuclear war and later about natural disasters. For the last decade the Earthquake Engineering Research Centre of the University of Iceland has used these materials, along with their own material and technical capacity, to educate school children, aged 10 to 12, and provided information for local exhibitions. This article presents an overview of these efforts and the factors guiding the development of information packages to the public, school staff and children, along with a discussion of the challenges and success of these efforts

LANGUAGE POLITENESS IN THE CONVERSATION BETWEEN LECTURERS IN WHATSAPP CHATTING GROUP

This study investigates the occurrences of maxims in the conversation between lecturers in “ WhatsApp”. This study applied qualitative research by collecting the data from WhatsApp and the other source which supports to research. Based on the data, it can be found that the lecturers use six maxim proposed by Leech. They use tact, generosity, approbation, modesty, agreement and sympathy maxim. From the six maxims, the lecturers tend to use agreement maxim in conversation. They use Whatsapp as the media for communication in sharing information, discussing or solving the problem related to increasing of university. Finally, the writer concluded that the conversation between lecturers in WhatsApp group can be said “polite”

Change as a Constant

In this thesis paper l explore the factors contributing to my current art-making. I investigate motivations behind my practice and the conceptual and historical experience that create its foundation and background. I will notate the development and exhibition examples of my current works over the past three years of MFA research. These exhibits are thematic in my artistic development. There will be discussion of the relevance of my subject matter to broader influences primarily from a philosophical platform of which my choices of subject matter, aesthetics in materials, and elements contribute to art-making from thought to form.

CODE MIXING IN STUDENTS’ WHATSAPP (WA) CHAT AT EIGHT SEMESTER OF ENGLISH STUDY PROGRAM AT STATE ISLAMIC OF UNIVERSITY RADEN INTAN LAMPUNG

The ways of communicating among the people are various due to the supporting situations. There are two general ways of people to have communication. They are written and spoken way. Written way uses some equipments to transcribe the language, word by word into transcription such as pen, paper, etc, and spoken one uses speech organ formed sounds and directly transformed. Although the way is different but the goal is just the same – make something known. Background the happening of code mixing can be classified in two, that is (1) attitude (type attitudinal): attitude background of speaker, and (2) Language (linguistics of type): background limitation of Language, so that there is reason role identify, manner identify, and desire to explain or interpret. Thereby code mixing happened caused interrelationship among role of speaker, Language form, and Language function. The research was analyze the type of code mixing, and the factors that cause code mixing in WhatsApp (WA) chat by students at eight semester of English Study program at State Islamic University Raden Intan Lampung. This research is aimed at explaining code mixing used at Whatsapp (WA) Chat at Eight Semester of English study program at State Islamic University Raden Intan Lampung. Descriptive qualitative method is used to analyze data that are taken by documentation and questioner. The data are classified as types and factors that cause. Theories from Musyken and Suwito were chosen to analyze the types of code mixing. Theory of Hoffma was employed to analyze factors that cause code mixing Based on the analysis of the data, it can be concluded that: (1) there were six types of code mixing in WhatsApp chat used by students at eight semester of English Study Program at State Islamic University Raden Intan Lampung, namely word insertion, phrase insertion, baster insertion, repetition insertion, idiom or expression insertion and clause insertion; (2) there were three factors that cause vi code mixing, first being emphatic about something, second making the utterance clearer and the last not finding a word that has representation in another language except from the language

Educating Teachers about the Complex Writing Processes of Preschool Students (Project)

Preschool teachers traditionally view young children’s written literacy development as a linear continuum that progresses from making scribbles, to lines, to letter strings, to invented, and finally, conventional spellings on paper. This project seeks to change preschool teachers’ perceptions of children’s writing development to encompass a more broadened definition of literacy. On the path from emergent to conventional writing, young children naturally negotiate and mediate a number of symbol systems in order to make sense of their worlds and create meaning as they come to understand the complexities and intricacies of the writing process. Exploration of these symbol systems is a crucial step for children to come to understand written language. Unfortunately, with a push for teaching basic skills in the preschool classroom in preparation for the demands of kindergarten, the focus in most classrooms does not lie in an appreciation for these multiple symbol systems. This project, professional development for preschool teachers, will equip educators with knowledge of young children’s complex meaning-making processes and with practical resources, methods, and ideas for the classroom that are sensitive to children’s diverse paths to literacy

Contact Sharing with Automatic Format Translation

Different users have different preferences when storing contacts in an address book. For example, conventions used to name contacts include concatenations of first and last names (‘AliceMiller’); names of relationships (‘Mom’); hierarchies (‘theFirm.Owner.Joe’); etc. When a user receives contact information from another user, manual editing is required to bring it to their preferred format. This disclosure describes techniques, implemented with user permission, to infer the preferred contact naming format of a user and to automatically transform newly received contacts to the preferred format. User and contact metadata are used to build an ontology that maps relationships between the user and their contacts. A newly received contact is fit into the ontology to infer the relationship of the newly received contact to the user. Based on the inferred relationship, the user is offered an option to store the newly received contact reformatted based on their preferences