572 research outputs found
Inquiry into the interlocution of students engaged with mathematics: appreciating links between research and practice
No full textFor either to be useful, links between research and practice are critical. Just as important are connections between the practice of students engaged in mathematical activity and research that seeks to understand that practice. This research report explores lessons that researchers and practitioners can learn from an inquiry into the interlocution of students working collaboratively in small groups when engaged in talking and listening to each other. We use the term interlocution to denote discursive practices of learners in conversational exchanges. Questions that motivate this research included the following. What discursive practices do interlocutors employ as they work collaboratively to understand and resolve mathematical tasks? How do these practices influence the growth of their mathematical ideas? In what ways do their discursive practices help them move from a contextualized, situated task to generalize the task or their solution? Do students' discursive practices assist them to connect and generalize ideas from a new problem to others on which they have worked?Powell, A. B., & Maher, C. A. (2002). Inquiry into the interlocution of students engaged with mathematics: Appreciating links between research and practice. In D.S. Mewborn, P. Sztajn, D.Y. White, H.G. Wiegel, R.L. Bryant & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, Georgia) (Vol. 1, pp. 317-329). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education
Sr. Margaret Peg Maher
No full textIn this segment, Sr. Margaret Peg Maher discusses the influence the Sisters of Saint Francis had on her early life growing up in Saint Bernard in the heart of Cincinnati, Ohio. She had Sisters of Saint Francis for teachers from grade school through high school and two aunts that were Sisters of Saint Francis. When she was a baby she was brought to the Convent at Oldenburg and offered to God by her Aunt Rose. Sr. Maher describes how it was only “natural to be a part of the community.” After teaching two years of grade school, Sr. Maher taught 36 years of high school Biology at Catholic high schools in Cincinnati. She offers tips on classroom management and unique assignments. After her career in teaching, Sr. Maher became a member of the Council of Religious Sisters for the Convent at Oldenburg. She shares how her leadership was shaped by a concerned for the growth and development of the sisters—physically, spiritually, and emotionally—and the importance of teamwork and the Holy Spirit guiding all of their decisions. Sr. Maher describes her new role as manager of Michaela Farm at the convent in Oldenburg, where she sees emerging ministries of religious sisters taking care of the “gifts of creation” and modeling “natural farming” that is gentle to the earth, compassionate towards the animals, and produces a healthy product. Sr. Maher concludes her oral history by emphasizing the important role nature plays in her prayer life and the influence author Thomas Berry has had on her spirituality.https://mushare.marian.edu/wrp/1027/thumbnail.jp
TYPES AND MEANING OF METAPHORS IN MAHER ZAIN‟S SONG
No full textThe song is a method to express one's thoughts and feelings. The author uses a lot of figurative language in making song lyrics so that it can be a misunderstanding of the song‟s meaning. The research was conducted to analyze nine Maher Zain songs entitled “Palestine Will Be Free, Love Will Prevail, Freedom, Forgive Me, Thank You Allah, Inshallah, Hold My Hand, I'm Alive, and Peace be upon you”. Maher Zain's songs have many peace, social, and religious themes. There are still many negative views from society toward Islam. This research aims to avoid misunderstandings about the message of Maher Zain's song in the hope that people's perceptions of Islam will change. This research uses Ullman's metaphor theory. This research uses a qualitative descriptive method by observing the important things and making notes related to the object. The results of this research indicate that there are 29 cases of nine of Maher Zain‟s songs consisting of 3 cases of anthropomorphic metaphors, 25 cases of concrete to abstract metaphors, and 1 case of synthetic metaphors. In the findings of this research, the author discusses a lot about social relations between people, peace, the goodness and mercy of Allah SWT, and the special of the Prophet SAW
An analysis of modality in Maher Zain’s song (number one for me)
No full textIn this research, the researcher analyzed mood and modality in Maher Zain song. The objective of this research are: 1) To find mood and modality in Maher Zain song. 2) To find dominant type of mood and modality in Maher Zain song. 3) To explain mood and modality in Maher Zain song. The purpose of this research was to analysis mood and modality in Maher Zain’s song (number one for me). This research hope this study can be useful to researcher. It will provide materials, it can be used by teacher to get mood and modality in Maher Zain’s song.
This study is a qualitative research and uses content analysis. This research object is a song called number one for me song by Maher Zain, the lyrics of this song is very well known, especially by review those who love song, sung in various circles. The language contained in this song of course means that need to be revealed to gain an understanding it. This study is a description of analysis the song number one for me by using a semantic approach.
After the data have been analyzed Maher Zain lyrical song that number one for me, to show how describe dominant mood and modality. Mood of this lyric has two type it is declarative and indicative mood. Declarative mood as 10 points and indicative mood 2 points. After that modality known to researcher finding epistemic modality as 7 points and deontic modality as a 3 points, So that epistemic modality it can be more dominant because lyrics have necessity and possibility. It has lexical modality in lyrics. It seems that the composer refers to mother in order to show the path toward paradise. The meaning of song by used dominant epistemic modality is that the author is aware of have been easy to take everything from us and especially the singer
AN ANALYSIS OF CONNOTATIVE MEANING IN SONGS LYRIC “FORGIVE ME” ALBUM BY MAHER ZAIN
No full textABSTRACT
Connotative meaning is a word that has sense of value. Generally
connotative meaning can be found in literary work, one of them is
song. Song have become ordinary thing to be heard at home or in
public places. This research aims to find out : 1) what are the types of
connnotative meaning contained in the Maher Zain Song lyrics? 2)
what are the message delivered in the Maher Zain song lyrics?.
This research was descriptive qualitative because the data were the
lyrics of Maher Zain song. There were some steps in collecting data
such as the researcher browsed the Maher Zain song that will be
annalyzed. watched and listened the Maher Zain song lyrics on
Youtube. Find the sentences which consist of connotative meaning.
Make a note which is one used connotative meaning. The analysis
continued by analyzing the connotative meaning. In data analysis, this
research used Miles and Huberman procedure, namely data reduction,
data display and conclusion drawing/ verification. The researcher use
validator to validity the data.
The result of this research were the researcher found that there are
three types of connotative meaning based on J.N. Hook Theory is a
positive, negative and neutral connotation in song lyrics "Forgive Me"
Album by Maher Zain. The researcher found twenty three Forgive me
song lyrics that contain connotative meanings including six positive
connotations , eleven neutral connotations , and six negative
connotations. From the explanation above, it can be concluded that the
most common type of Connotative Meaning that found in five Song
Lyrics "Forgive Me" Album by Maher Zain is neutral connotation.
Neutral connotation is most widely used in the lyrics of the song to
replace the actual meaning to make it more interesting and easier to
understand. From this analysis, the researcher found the message that
the author wanted to convey. there are one song about heartfelt
expression of love and gratitude towards Allah (God). the one song
about touching ode to the unconditional love and sacrifices made by
mothers, the one song about motivation, the one song about One Big
Family and the one heartwarming tribute to the love between a father
and his daughter. The message that conveyed by the author really
meaningfull and can give motivation and relate to many people, these
songs is written based on the experience of the author.
Keywords : Semantics, Connotative Meaning, Son
Rich harvest in the desert. by Peter Maher
No full textNorth Flinders Mines is the hottest gold stock around. The author discovers why its Tanami Desert find is one of the best gold prospects in the world
Evaluation of a One-Week Occupation-Based Program on the Health and Participation of Women With Cancer Living in the Community
No full textAbstract
Date Presented 3/30/2017
This study investigated the effectiveness of a 1-wk occupation-based program on health, quality of life, and occupational performance of women with cancer. Results demonstrate that participation in occupations improved the perception of performance and satisfaction for the participants.
Primary Author and Speaker: Rochelle Mendonca
Additional Authors and Speakers: Colleen Maher</jats:p
Investigating how to change systems of HIV care to support smoking cessation
No full textJulie E. Maher, PhD, Principal Investigator."1RO3DEO21666-01."This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Moral messages in Maher Zain’s music album entitled thank you Allah
No full textMoral is something has been attended in any reading media; magazine’ newspaper, holy books (Al Quran, Bible, Tripitaka, etc), short story, novel, song lyric, poem, poetry are the kinds of media in distributing moral. Primarily in literature itcan reflects point of view author, the view about truth-values,or a suggestion of moral teaching. Moral mesage is formed as religious moral and social critics. Innitially moral is implicit or explicit substance in literary a work. All items of moral can be found if the reader deep in understanding and apprehending the content. Reading Maher Zain’s song lyrics in album Thank You Allah is unmemorable and beyond attitude can cast up because the moral so touch life of writer. The moral in Maher Zain’s can be moulded human to get awareness in spending their age and grasped.
Forwardly, the researcher focuses on two cases, namely: What kind of moral messages are available in Maher Zain’s song lyrics in music album entitled Thank You Allah? In what extent the moral messages are represented in Maher Zain’s song lyrics in music album Thank You Allah?
The research is concentrated on qualitative research method which major in dig up of sources from literary works and library study. One of method is content analyzing. The base in this method is interpretation which emphasize to the message content. The purpose of this method is to know the meaning that relied on an intensity fact as data checked. The main data is taken from music album of Maher Zain’s which entitled Thank you Allah. It also supported by theory of literature and moral understanding from Frank Palmer. Afterwards, the data is analyzed thru several steps, as follows: identifying data, interpreting data, making generalization and final result.
In Maher Zain’s song lyrics are exist moral messages for mankind. The content in this album has two impression moral messages. First, the relationship between human and the others human; in this case the link man between Moslem and Muhammad SAW. The second is relationship between man and his creator (Allah SWT). In addition moral messagesof Maher Zain’s Thank You Allah are represented in the intrinsic elements of poetry, in this case song lyrics. Moral messages also discovered in figurative and imagery rates.
In the end, accomplishment of analyzing this whole chore, it can be withdraw the conclusion that the song lyrics in Maher Zain’s music album Thank You Allah contain moral messages, notably for Moslem. The majority messages are drawn in figurative language and imagery
Milin’s Learning Progression in Reasoning by Cases to Solve Tower Tasks: Part 2 of 2 (Grade 4)
No full textAuthor: Victoria Krupnik, Rutgers University
This analytic is the second of two analytics that showcase the development of a variation of reasoning by cases to solve a counting task by a student, Milin, over one school year in fourth grade. Both analytics focus on the reasoning, argumentation, and mathematical representations constructed by Milin in a variety of settings, over time, in the fourth grade. The first analytic begins with events where Milin is working with a partner, in a whole class setting, building towers with plastic cubes that are 5-tall. This is followed by events from a first one-on-one interview with researchers. The second analytic continues with events from the first interview, as well as with events from a second interview.
In the current analytic (the second of the two analytics), Milin’s learning progression in building a justification to Tower Tasks shows Milin extending his method by cases and opposites for towers 1-, 2-, 3-, and 4-tall and comparing the number solutions. His problem solving is presented in a series of events that serve to focus, in detail, on the explanations, reasoning, and argumentation offered by Milin during his problem solving.
Event 1 shows how Milin uses a methodology that combines cases (i.e. by “staircases”) and color opposite strategies to solve the 4-tall Tower Task (after solving the 5-tall Tower Task) in a first interview facilitated by Researcher Alston (R1) and visiting Teacher O’Brian (R4) on February 7, 1992, the day following the classroom work with his partner.
Events 2–6 illustrate Milin’s refinement, modification, and application of the case and/or color opposite strategies to solve the 2-, 3-, and 4-tall Tower Tasks in a second interview facilitated by R1 on February 21, 1992. In Events 2–4 he builds the cases of 4-tall towers with exactly one cube of a particular color, towers with all cubes the same color, towers with exactly two cubes of a particular color adjacent to each other, and towers with alternating color cubes. In Event 5 he builds the solution by cases for 2-tall and 1-tall towers and compares them to the 4-tall tower cases. In Event 6, Milin returns to the color opposite and inverse pairs of towers strategies to build towers that are 3-tall. Not shown in the analytic, Milin later predicts the number of 6-tall towers to be “forty something” and is given a homework assignment to solve the 6-tall Tower Task.
The following definitions and background information about the Tower Tasks are offered.
Strategies of locally exhaustive, systematic enumeration (Maher & Martino, 1996, 2000, 2013):
Color “Opposites” (children’s language):
Each element in a combination containing exactly two types of a particular characteristic, such as color, is replaced with the element of the opposite characteristic. In the combinatorics strand this is known as the strategy of symmetry (Janackova & Janacek, 2006). The opposite of a tower in two colors is a tower of the same height where the cube in each position is the opposite color of the cube in the corresponding position of the first tower. For example, a 4-tall tower with YBBB* and a tower with BYYY are considered to be opposites.
*A tower is denoted by the first letter of each color that takes on positions from top to bottom.
“Elevator” strategy (Jeff’s language; Milin called this “staircases”):
The elevator pattern is used when finding all possible towers containing one cube of one color and the remaining cubes of the other color. The single colored cube is placed in the first position of the first tower (either at the top or the bottom level). To create a second tower, the cube is then moved to the second position (descending, if starting at the top level, or ascending, if starting at the bottom level). The cube is recursively raised or lowered to the next available level to create new towers until it is placed in the final position (Maher, Sran & Yankelewitz, 2011).
Strategy of a globally exhaustive systematic enumeration (Maher & Martino, 1996, 2000, 2013; Batanero et al., 1997):
Case organization and/or argument:
In an organization and/or argument by cases, a statement is demonstrated by showing all the smaller subsets of statements that make up the whole. For example, the solution to the 3-tall Tower Task when selecting from two colors (i.e. blue and red) can be justified by separating the towers into cases using a characteristic of the tower. One such characteristic is the number of cubes of a specific color that the towers contain. In this situation, the towers can be broken down into four cases: 1) towers containing no red cubes (towers with a single color blue); 2) three towers containing one red (towers with exactly one of a particular color); 3) three towers containing two reds (within cases (2) and (3) can be cubes of same color adjacent to or separated from each other); 4) one tower containing three red, i.e. with all red. An argument by cases would include an exhaustive enumeration of the total number of towers in each case.
Three-tall Tower Task (selecting from two colors):
You have plastic cubes of two colors available to build towers. Your task is to make as many different looking towers as possible, each exactly three cubes high. Find a way to convince yourself and others that you have found all possible towers three cubes high, and that you have no duplicates [repetition of same color and order]. Record your towers below and provide a convincing argument why you think you have them all. After completing the Task for Towers 3-tall, describe and justify the approach you have chosen. (The Tower Task can be generalized to towers of any height “n-tall”)
Video and Transcript References (in chronological order of Milin’s journey):
B60, Milin and Michael classwork of the 5-tall towers problem (work view), Grade 4, Feb 6, 1992, raw footage. Retrieved from: https://doi.org/doi:10.7282/T34M985H
B76, Milin’s first of three interviews with researcher Alston on the five-tall Tower Task (Work view), Grade 4, February 7, 1992, Raw footage. Retrieved from: https://doi.org/doi:10.7282/t3-e248-d631
B62, Stephanie’s and Milin’s second of three interview sessions and Michelle’s second of two interview sessions revisiting five-tall Towers and other heights (work view), Grade 4, Feb 21, 1992, raw footage. Retrieved from: https://doi.org/doi:10.7282/T3X3523K
References:
Batanero, C., Godino, J. D., & Navarro-Pelayo, V. (1997). Combinatorial reasoning and its assessment. In I. Gal, & J. B. Garfield, The assessment challenge in statistics education (pp. 239–252). Amsterdam: IOS Press.
Maher, C. A. (2010). The Longitudinal Study. In C. A. Maher, A. B. Powell, & E. B. Uptegrove, Combinatorics and Reasoning (pp. 3–14). New York: Springer.
Maher, C. A., Powell, A. B., & Uptegrove, E. B. (2010). Combinatorics and reasoning. In C. A. Maher, A. B. Powell, & E. B. Uptegrove, Representing, justifying and building isomorphisms (Vol. 47). New York: Springer.
Maher, C., & Martino, A. (1996). The development of the idea of mathematical proof: A 5-year case study. Journal for Research in Mathematics Education, 194-214.
Maher, C. A., & Martino, A. M. (2000). From patterns to theories: Conditions for conceptual change. The Journal of Mathematical Behavior, 19(2), 247-271.
Maher, C. A., & Martino, A. M. (2013). Young children invent methods of proof: The gang of four. In L. Steffe, P. Nesher, P. Cobb, G. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 443-460). Hillsdale, NJ: Erlbaum.
Maher, C. A., Sran, M. K., & Yankelewitz, D. (2011). Towers: Schemes, strategies, and arguments. In C. A. Maher, A. B. Powell, & E. B. Uptegrove, Combinatorics and Reasoning (pp. 27-43). New York: Springer
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