I wanna be yours by John Cooper Clarke Essay Example For Students

I wanna be yours by John Cooper Clarke Essay This poem has no deep meaning but only one of deep desire for some-one. It is quite a childish poem as It uses only very simple words, Is ungrammatical and uses childish rhymes. It also does not use grammatically correct words such as wan. It Is very Informal, Like what someone would say In a serenade to a person. This poem has a very strong central message with very little deep meaning. The central message is desire and about the amount of will people can have to love one ND another. This comes across very strongly because not many people would be willing to become household items for Just anyone, they would have to care for that person very deeply. The tone of this poem could go either way. The poem sounds very happy because it has a very strong rhythmic beat, almost like a song. However if read closely seems very sad because the speaker cares for this person so strongly and their love does not seem to feel the same It Is a poem of true desperation. The feeling In this poem stays the same all the way through because It Is a very repetitive poem. This poem makes you think about how loving someone so much that it hurts. The imagery you get when reading this poem is that it is a man speaking as he talks about doing household chores:- Vacuum cleaner. Which you wouldnt be worth writing about if it was a woman talking because the chores dont affect men. The image conjured in my mind when reading this mean is from the sasss:- electric heater. This would not be applicable now because we have central heating and so would not need an electric heater. I personally visualize women with perfect hair Like In Stafford Wives and men with top hats and golf umbrellas singing In the rain (but not using the umbrellas). There is no punctuation in sight in this poem. All the lines start with lower case letters and there are no full-stops or commas to break up the poem. This means the poem should be read quickly like the speaker is trying to rush his feelings out. It also ivies a informal rule-breaking poem. This is shown through out the poem by the slang and the fact that no developed vocabulary is used. This poem is very rhythmic. It has an easily obtained beat and has a cheerful tone even though some of the poem is depressed. There are also a lot of rhyming words which give a stronger beat and more laid back, light hearted approach. The l wan be yours at the end of every verse Is Like a short summary, almost a chorus. At the end there is a plea of someone trapped in a loveless relationship, a plight yours.

Internship Essay Sample - The Ideal Skills to Use to Land That Dream Job

Internship Essay Sample - The Ideal Skills to Use to Land That Dream JobDo you want to be a part of the workforce in the next five years? Then, the best thing that you can do is to have an internship experience. In fact, if you're not one of those who have had this kind of experience before, then read on to find out some tips and techniques on how to write an internship essay sample.There are many people who would suggest that you start with an essay that you can write according to your appropriate academic background. If you have a degree in business, then you could choose from a range of topics to write about. However, if you don't have a degree in any of these fields, then you will need to prepare a topic that will interest you.Another great way to start is by taking up a subject that you have passion for. Many students love to write about the working experience of their family. If you've been involved in such an experience, you will surely be in a better position to write about t he experience. This is an excellent opportunity to develop your writing skills.You should also consider including some interesting facts about yourself when writing your internship experience. You must include about your job experience in order to highlight your working experiences. If you're going to write about your job experience, you need to be able to describe how your work experience has improved your skills and abilities.The most important point to consider when writing your internship essay sample is the ideas that you have gained from your work. You must mention about the experiences that you've had in your workplace. For example, you might have worked at a particular position for two years. Once you're done with your work, you can add something about what the most amazing experience was about.The other thing that you need to consider when writing your internship essay sample is the subjects that you have studied. It's common to write about the subjects that you have studie d. It will be much easier for you to include it in your essay since you know that you'll get useful information from it. If you know the subjects that you have studied, then there will be no problem in describing the experiences that you've gained from it.Writing your internship essay sample is one of the most important things that you can do if you want to get in touch with the things that you have learned in your previous jobs. If you want to be successful in the workforce, then do this in order to capture the attention of employers.

Manila free essay sample

Figure in state-space where the output is OL(t). 8. Show that the system in the previous Figure in the text yields a fourth-order transfer function if we relate the displacement of either mass to the applied force, and a third-order one if we relate the velocity of either mass to the applied force. 9. Find the state-space representation in phase-variable form for each of the system shown in the Figure. 10. For each system shown in the Figure, write the state equations and the output equation for the phase-variable representation. 11. Represent the following transfer function in state space. Give your answer in vector-matrix form. 12. Find the transfer function G(s)=Y(s)/R(s) for each of the following systems represented in state space. 13. Use MATLAB to find the transfer function, G(s)=Y(s)/R(s), for each of the following systems represented in state space. 14. Repeat problem 13 using MATLAB, the Symbolic Math Toolbox, and Eq. We will write a custom essay sample on Manila or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (3. 73). 15. Gyros are used on space vehicles, aircraft, and ships for inertial navigation. The gyro shown in the Figure is a rate gyro restrained by springs connected between the inner gimbal and the outer gimbal (frame) as shown. A rotational rate about the z-axis causes the rotating disk to precess about the x-axis. Hence, the input is a rotational rate about the z-axis, and the output is an angular displacement about the x-axis. Since the outer gimbal is secured to the vehicle, the displacement about the x-axis is a measure of the vehicle’s angular rate about the z-axis. The equation of motion is: Jxd2Oxdt2+DxdOxdt+KxOx=JwdOzdt Represent the gyro in state space. 16. A missile in flight as shown in the Figure, is subject to several forces, thrust, lift, drag, and gravity. The missile flies at an angle of attack, a, from its longitudinal axis, creating lift. At the same time, the manipulator must provide sufficient force to perform the task. In order to develop a control system to regulate these forces, the robotic manipulator and the target environment must be modeled. Assuming the model in the Figure, represent in state-space the robotic manipulator and its environment under the following condition. a. the manipulator is not in contact with its target environment. b. the manipulator is in constant contact with its target environment. 22. In the past, Type-1 diabetes patient need to inject themselves with insulin three to four times a day. New delayed-action insulin analogues such as insulin Glargine require a single daily dose. A similar procedure to the one described in Pharmaceutical drugs absorption case study of this chapter is used to find a model in concentration time evolution of plasma for insulin Glargine. For specific patient State space model matrices are given by: Where the state vector is given by a. Find the system’s transfer function. b. Verify the result using MATLAB. 23. A linear, time invariant model of the hypothalamic-pituitary-adrenal axis of the endocrine system with five state variables has been proposed as follows: 4. In this chapter, we described the state-space representation of single input single output systems. In general, systems can have multiple inputs and multiple outputs. An autopilot is to be designed for a submarine in the Figure to maintain a constant depth under severe wave disturbances. We will see that this system has two inputs and two outputs and thus the scaler u becom es a vector, u, and scaler y becomes a vector, y, in the state equations. 25. Experiments to identify precision grip dynamics between the index finger and the thumb have been performed using a ball-drop experiment. A subject holds a device with a small receptacle into which an object is dropped, and the response is measured. Assuming a step input, it has been found that the response of the motor subsystem together with the sensory system is with the form: Convert this transfer function into a state-space representation. 26. State-space representation are, in general, not unique. One system can be represented in several possible ways. For example, consider the following systems: Show that these systems will result in the same transfer function.

Definition and Examples of Deductive Arguments

Definition and Examples of Deductive Arguments Deduction is a method of reasoning from the general to the specific. Also called deductive reasoning and  top-down logic. In a deductive argument, a conclusion follows necessarily from the stated premises. (Contrast with induction.) In logic, a deductive argument is called a syllogism. In rhetoric, the equivalent of the syllogism is the enthymeme.​ Etymology From Latin, leading Examples and Observations The fundamental property of a deductively valid argument is this: If all of its premises are true, then its conclusion must be true also because the claim asserted by its conclusion already has been stated in its premises, although usually only implicitly.Scientific Deduction and Rhetorical DeductionFor Aristotle, scientific deduction differs in kind from its  rhetorical  counterpart. True, both are conducted according to the laws of thought. But rhetorical deduction is  inferior for two reasons: it starts with uncertain premises, and it is enthymematic: it generally relies on audience presuppositions to supply missing premises and conclusions. Because conclusions cannot be more certain than their premises and because any argument is deficient in rigor that relies on audience participation for its completion, rhetorical deductions can yield at best only plausible conclusions. . . .Syllogisms and EnthymemesVery rarely in literary argument do reasoners make use of the complete sy llogism, except to render perfectly apparent the premises from which the conclusion is deduced, or to show some fault in reasoning. Deductive arguments take various forms. One premise, or even the conclusion, may not be expressed if obvious enough to be taken for granted; in this case, the syllogism is called an enthymeme. One of the premises may be conditional, which gives the hypothetical syllogism. A syllogistic argument may be involved in a statement with its reasons, or with its inferences, or may be diffused throughout an extended discussion. To argue effectively, with clearness and cogency, the reasoner must have his deductive framework clearly in mind at every point of his discussion, and keep it before the reader or hearer. Pronunciation di-DUK-shun Also Known As Deductive Argument Sources H. Kahane,  Logic and Contemporary Rhetoric, 1998Alan G. Gross,  Starring the Text: The Place of Rhetoric in Science Studies. Southern Illinois University Press, 2006Elias J. MacEwan,  The Essentials of Argumentation. D.C. Heath, 1898

Obesity Essay Example | Topics and Well Written Essays - 250 words

Obesity - Essay Example It has estimated that in the United States of America two third of the population has either increased weight or is suffering from obesity. Furthermore, it has been classified that one third of the population belonging to the age group of above twenty years is suffering from obesity (Weight Control Information Network 2010). There are many underlying factors that have been leading to this problem. Increased consumption of fats and reduced burning of calories through exercise has resulted in obesity. Reduction in physical activities by children leads to increase in obesity amongst the young generation. The advancement of technology has made the person more reliable on machines for all their works and has resulted in reduction of physical activities. Video games and other forms of entertainment has made people more restricted to indoors and has led to decrease in outdoor activities and games and hence resulted in aggravating the problem of obesity (Biddle et al 2009). The epidemic of o besity needs to be tacked with different measures. Physical activity needs to be promoted and awareness should be created amongst the people regarding the problems that may result due to this condition. Children should be trained in schools and sports activities should be encouraged amongst them. The media should also play a role by promotion of activities and measures that can reduce this issue (Boyse 2008, Biddle et al 2009).

Early Childhood Education- The High Scope Curriculum Research Paper - 2

Early Childhood Education- The High Scope Curriculum - Research Paper Example Of the entire curriculums one of the most effective and efficient process is that using the High Scope Curriculum (HighScope, 2009). This report will deal with analyzing the benefits and drawbacks of the High Scope Curriculum and based on the discussion the effectiveness of the approach will be analyzed. The High Scope Curriculum approach has been developed and refined over the last forty years and this method provides numerous strategies and techniques that can be utilized to assist children at the early stages to become problem solvers and independent thinkers (YMCA, 2009). The approach was originally developed and introduced to assist and serve the children ‘at risk’ in the Michigan area (YMCA, 2009). A research had been conducted by David Weikart, the Director of Special Services to assess the reasons for the number of children failing in school. The research brought out results that highlighted the need for early intervention and using the theories of Jean Piaget, he discovered the need for early introduction of ‘Active learning’ (YMCA, 2009). The High Scope Curriculum involves a high degree of active learning throughout the program. The curriculum includes a few early age indicators like the need and initiative of the children to learn new things by asking questions and looking for answers and also trying to solve problems. These steps form the key development indicators for the growth and development of the children and help the educators to develop and design better active learning programs for the children (High/Scope Educational Research Foundation, 2009). The High Scope Curriculum also takes into account the knowledge and the strengths of the children by exposing them to a wide range of learning experiences and also providing them with opportunities to learn things that interest them and learn based on experience. Also the High Scope educators allow the

Slow Learners In Malaysia Education Essay

Slow Learners In Malaysia Education Essay Abstract- Current trend indicate that learning through the use of application and courseware had become important teaching method. However, it is different case for slow learners. As most schools slowly adapting the more effective teaching method, they cannot keep up with the flow. Even though there are courseware developed for the slow learners, the courseware is far from fulfilling their specific needs. Statistic shows that in a US typical classroom there will be 3 or 4 slow learners. In areas of poverty and many low-income urban areas, the children per classroom who could be characterized as slow learners might be twice that number. The characteristic of the slow learners are often described as immature in relations, find it difficult to solve complex problem, work very slowly, can easily lose track of time, unable to perform long-term goals, and have poor concentration skills. However, they are very good with hands-on materials. This paper will present the development of coursewa re made to teach English for the slow learners. Keywords-component: courseware; slow learners; English; Introduction Background Slow learners are no longer rare cases in Malaysia. However, they are not categorized as people with special needs. Some might confuse the slow learners with dyslexia. However, both terms are different. Dyslexic will have difficulties in learning to read and write despite having same learning process and effort with others. For slow learners, they do not do well at schools or task that require extensive reading, writing, and mathematic but they perform great outside class especially in hands-on tasks. They will need extra time in completing the tasks given. Because of their characteristics, slow learners are always left behind as they cannot catch up with the learning process gone through by other kids. Even though new technology has been developed to enhance learning process, they are left out because it is not suited for their learning needs. This project is intend to enhance the English courseware specifically for the slow learners in way that will serve their learning needs which is different from other kids. The courseware will be focus on non-linear techniques to make it flexible and more conducive for the slow learners. As there is not much of courseware developed for slow learners, the product of the project will significantly bring the learning process for the slow learners into new level and brighten the hope for them to learn like normal kids. Problem Statement Teaching slow learners isnt same like teaching normal kids. Teaching them require different methods and approaches because of their characteristics. As learning process moving on taking advantage of computers and internet, slow learners are left behind because there are no specific learning applications for them that will suit their needs especially in critical subjects such as Science and Mathematic. There are lots of courseware in the market out there but it is too little in numbers and it is far from perfect. This new courseware to be developed will be a great tool for teacher to teach English to the slow learners because it will enhance whats already in the courseware and make it better. Objectives and Scope of Studies Objectives The objective of this project is to enhance the current English courseware from Mohd Izzat Helmi Bin Yahyas English Courseware for Slow Learners project and will be specifically designed for the slow learners so that the learning process will suit their needs. Because of their characteristics, the courseware will need careful designation.. The courseware will enrich English learning process which already in the current courseware and make it more interactive and flexible. Scope of Studies The project will involve the study of slow learner behavior and courseware development. The result of the study then will be analyzed to develop and enhancing cognitive skills training that will be integrated with the courseware so that the target to teach slow learners can be achieved. Target group of the courseware will be primary school student in Standard 4 to Standard 6 (10-12 years old). The courseware will be developed as a game to teach General English. Literature Review Game-Based Learning Marc Prensky (2003) says that since Pong is introduced in 1974, the unique expertise that game designers have honed to a superfine edge is player engagement: the ability to keep people in their seats for hour after hour, day after day, at rapt attention, actively trying to reach new goals, shouting with glee at their successes, determined to overcome their failures, all the while begging for more. Along with the new technology that had been developed in recent years, games had become more than just entertainment, it had evolve to become the medium of learning. In Digital Game-Based Learning (Prensky, 2001), explain that children nowadays are different from previous generation where they grow up with digital technology and their minds are changing to accommodate the technologies with which they spend more time. From there, it is clear that most children nowadays from different gender, ages and social groups spends most of the time with video games. Many experts see the values in video games as a medium of learning. Its true that this children love games more than schools but their attitudes toward games is the attitude of the learners; passionate, cooperative, and actively involve in problem-solving. Research by Zyda (2007) argue that computer games are an engaging medium for learning, since games can stimulate cognitive processes such as reading explicit and implicit information, deductive and inductive reasoning, problem-solving, and making inferences from information displayed across a number of screens To define game based learning will be quite complicated because there are several different opinion on the matter. Kirjavainen(2009) define game-based learning as field of research and game design based on observations that play, structured or unstructured, conditions the human brain for transformation and learning. Wee Hoe Tan(2008) defines game-based learning as form of learner-centered learning that uses electronic games for educational purposes. However, the concept of game-based learning is still the same; the use of game with the defined learning outcomes for the purpose of learning. Kasvi (2000) lists the seven requirements for effective learning environment as: Provide a high intensity of interaction and feedback; Have specific goals and established procedures; Be motivational; Provide a continual feeling of challenge, not too difficult to be frustrating nor too easy to create boredom; Provide a sense of direct engagement on the task involved; Provide the appropriate tools that fit the task; and Avoid distractions and disruptions that destroy the subjective experience. Kasvi (2000) suggests that computer games fulfill all of these requirements and believes that they satisfy them better than most other learning mediums. By looking at how the Western world had utilized game as learning module in classroom, it proves that the statement is true. R.V. Eck(2006) explain that games like Civilization, SimCity 4, Cruise Ship Tycoon, and Roller Coaster Tycoon had already been implemented in classroom. People might be skeptical at first glance. All these games have prove them wrong. For example, in Roller Coaster Tycoon students build roller-coasters to different specifications, which is what engineers should do. By extending the gameplay with basic learning process like calculus physic knowledge, it will make a valuable learning experience. Slow Learners in Malaysia In Malaysia, dyslexic children had begin to receive attention when MyLexics, a courseware to help the dyslexic learn basic Malay language is introduced (Haziq, 2009). However, its a different story for the slow learners. In fact, there are cases reported where slow learners are left behind in the classes (NST, 2008). Cases like this shouldnt happen because even though they are weak in study they are definitely very good in other aspects. Even worse, One in every three juvenile delinquent in integrity school in prison or detention centers displays learning difficulties including being slow learners. (The Star, 2008) Many believe that if these youth not identified and helped will cause them to end up as criminals. Most of them tend to drop out of schools and vulnerable to negative influence because of the problem they facing. Overcoming the Weaknesses Research by LearningRX(2006) argue that weak cognitive skills are the cause of learning disabilities such as dyslexia and slow learning. Important skills such as concentration, perception, memories and logical thinking are not as good as other normal people which make reading, writing, and thinking more difficult. However, this weakness can be improved through specific training and testing. Mel Levine (2008) explain that how Kitty Hawk Elementary School in North Carolina America had implied School Attuned Program using the Neurodevelopmental Profiles where all students with different cognitive skills can learn. Lisa Galleli, a teacher at Kitty Hawk describes her management plan for one such students as He had significant graphomotor weaknesses with spelling and writing. But he really shined in his social skills and that made all the difference in the world. He was also good at math and problem solving. We use his strength who keep him motivated with success while tackling his writing problem. The result had proved that it is not impossible to overcome the weakness. Neurodevelopmental Profile is researched and synthesized by Mel Levine and his colleagues consist of 8 constructs that are: Table 1: 8 constructs of Neurodevelopmental Profiles Attention This includes the ability to concentrate, focus on one thing rather than another, finish tasks, and control what one says and does Temporal-sequential ordering Whether its being able to recite the alphabet or pushing a response button on Jeopardy, being able to understand the time and sequence of pieces of information is a key component of learning. Spatial ordering The ability, for instance to distinguish between a circle and square or to use images to remember related information Memory Even if people are able to understand, organize, and interpret complex information at the moment, their inability to store and later recall can dramatically affect their performance. Language Developing language functions involves elaborate interaction between various parts of the brain that control such abilities as pronouncing words, understanding different sounds and comprehending written symbols Neuromotor functions The brains ability to coordinate motor or muscle function is key to many area of learning, including writing and keyboarding. Social cognition One of the most overlooked components of learning is the ability to succeed in social relationship with peer pressure. Higher-order cognition This involve the ability to understand and implement the steps necessary to solve problems, attack new areas of learning and think creatively. By realizing that every human have some strong functions and some weak ones, Mel Levine found that it is possible to describe each individuals unique mix of strength and weaknesses. Using the right method in developing the courseware and the right approach for the slow learners, it is not impossible that this courseware will be definitely help them. Formative VS Summative Evaluation In order to gather data for the enhancement of the courseware, an assessment need to be done. There are two methods to be used; formative evaluation and summative evaluation. According to H.L Roberts(2009), formative evaluations also known as developmental or implementation evaluation assess what works and what does not work about a particular activity or project as it is happening. It is used to assess the value of a project as it is taking place to determine how it can be improved. The method use in formative evaluation is the same like other assessment which include survey, interview or data collection. This type of evaluation relies on qualitative data that is how participants felt about the process as well as quantitative data, such as charts or test scores. Formative evaluation typically involves a small group of users and participants in the project being evaluated. Participants in formative evaluations look not just at the goals of the process and whether those goals are achieved but also at the process itself and where that process is a successful one or not. Even though this type of assessment is quite complex, there are benefit in it. It allow early identification of potential problem in the subject of assessment. Moreover, it can be a good way of gauge the user perception on the subject because it rely on user feedback. As for summative evaluation, Fox Valley Technical College(2007) describe it as process that concerns final evaluation to ask if the project or program met its goals. It is cumulative in nature. It concentrates on learner outcomes rather than only the program of instruction where the aim is to determine the users mastery and understanding of information, concept, skill or process. Ongoing summative assessment represents important tools for monitoring the progress across time. There are various method of summative assessment such as demonstration, licensing, internship, portfolio or clinical. Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement. In a sense, it lets the learner know how they did and how good they are However, theres more to it. By looking at how the learners did, it helps to know whether the product teaches what it is supposed to teach and how efficient it is. Here the courseware will be using formative evaluation method. By using formative evaluation, the current English courseware functionality can be assessed to find out whether its working to perfectly or not.. Even if the courseware is working properly, it wont fulfill its objectives if the user (in this case student) dont like it or having problem in using it. By using formative evaluation method, user feedback can be recorded and area of improvement can be found. In conclusion, formative evaluation method will assess the courseware from two perspectives; the courseware functionality and user feedback. Both will greatly help in the enhancement process of the current courseware. Methodology Throw-Away Prototyping The methodology chosen for the project would be Throw-Away Prototyping. Dummy prototype, which is presentational only will be developed. Thorough analysis will be done before first dummy prototype is developed to ensure the prototype have enough details representing real working system. From there, the dummy prototype will be shown and tested with the user to get feedback and identify additional requirement. The next prototype will be developed until it really visualize real working system. When it is ready and all issues are resolved, it will be implemented as fully-functional system. Figure 1: Throw-Away Prototyping Planning The planning phase is the crucial one in developing the project. First thing to be considered is how the project will be developed. For that, the Gantt Chart for the project is build so that each project milestone during the one year of the project can be tracked. Other than that, research is made to find suitable tool to be used for the development of the project. As the project intended to enhance the current courseware, research also made to identify suitable test subject to try the current courseware. Initial Analysis During this phase, the test scenario is developed and interview as well as questionnaire is build to get data from the target school. Data is gathered as much as possible which also include slow learner syllabus in school and from there thorough analysis is done. The purpose is to identify strengths, weaknesses, area of improvement and what to be done for the enhancement process. Prototype Building After all analysis has been done, the design of the courseware begins. A sketch is done to get the overview of new courseware to be developed. The sketch will gone through refinement to integrate the content and multimedia elements (animations, flow of information, etc). The details of the design will be recorded. After all details completed, the development of the prototype begin. When the dummy prototype is complete with all required features, it will then tested at the school to find whether it visualize all the issue that should be addressed. If further refinement is required, the dummy prototype will continuously be build until all requirements is complete. Implementation After all requirements had been fulfilled and the dummy prototype is really visualizing the courseware, it will be declared to be complete and real working courseware will be implemented. Research Methodologies To get all the information required, two research methodologies will be chosen that are: Interview: An interview is conducted with the respective teacher of the school. A test scenario will be deployed to the student using the current courseware along with the interview. This is part of formative evaluation that will test the functionality of the courseware and gauge the user on how they use the courseware. The objective is to identify the strengths and weaknesses of the current courseware and find the area of improvement. Questionnaire: The interview and questionnaire will be done with the respective teacher to gain in depth details of how slow learners learn and gain all relevant data which will be reference in developing the new courseware. Result Discussion Requirement Gathering Interview In the way of gathering data required for the enhancement of the English courseware, an interview is conducted with Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf who is also the English teacher for Special Education Department. Using the current courseware made by Mohd Izzat Helmi B Yahya, a test scenario is deployed where the goal is to identify the strengths and the weaknesses of the courseware so that the result found can be implemented during the development of new English courseware. The test scenario will verify the conditions and steps taken in using the courseware sample to get the result for further analysis. Three slow learner students from Sekolah Kebangsaan Sultan Yusuf take part in the test scenario. Below are the details of the three students: Respondent 1 A 12 years old boy and is preparing for his UPSR next year. He falls into the category of normal slow learner. His performance in the class is very good. He has the basic skills of using computer which make him able to use the sample courseware properly. Respondent 2 A 12 years old boy. He falls under the category of slow learner and Syndrom Down. He has the basic skills of using computer which make him able to use the sample courseware properly. Respondent 3 A 7 years old boy. He just started his school early this year. He is the most challenging student because he falls under the ICU slow learners category. Moreover, he doesnt have basic skills of using computer which make the test scenario more difficult to be performed. The purpose of choosing these three students is to observe how different categories of slow learners make use of and react to the courseware. Basically, all the student use the courseware in the same way depends on their knowledge and skills about computer. Below is the summary of result from the test scenario done with all three students. Table 2: Summary of test Scenario Result No Simulation Date Action and Data Expected Result Actual Result 1 12 Apr 2010 Launch the courseware interface Courseware interface appear successfully 2 12 Apr 2010 Launching topic 1 Topic 1 launched successfully 3 12 Apr 2010 Launch Learn from topic 1 menu Learning module appear successfully 4 12 Apr 2010 Checking audio for topic one Audio working successfully 5 12 Apr 2010 Checking synchronization of audio and visual flows. Audio and visual is synchronized Flow of audio and visual is too fast 6 12 Apr 2010 Click the button Play Again for topic 1 learning module Audio and visual replay 7 12 Apr 2010 Launch Exercise for topic 1 Exercise launched successfully Exercise for Topic 3 about colors appear 8 12 Apr 2010 Performing exercise about numbers Exercise done successfully Exercise cannot be performed because exercise for colors appear 9 12 Apr 2010 Click the button Play Again for topic 1 exercise Exercise can be redo Exercise appear is not for topic 1 10 12 Apr 2010 Launching topic 2 Topic 2 launched successfully 11 12 Apr 2010 Launch Learn from topic 2 menu Learning module appear successfully 12 12 Apr 2010 Click and hover on the images of the body parts Audio and visuals working to describe the images Audio working only if cursor is hovered on the image. When image clicked, nothing happened 13 12 Apr 2010 Launch Exercise for topic 2 Exercise launched successfully 14 12 Apr 2010 Drag the words into the respective body part Words dragged successfully Because there are some input of the exercise not in the learning module of topic 2, student get confused easily 15 12 Apr 2010 Click the button Play Again for topic 1 exercise Exercise can be redo 16 12 Apr 2010 Launching topic 3 Topic 1 launched successfully 17 12 Apr 2010 Launch Learn from topic 3 menu Learning module appear successfully 18 12 Apr 2010 Click and hover on the images of the color. Audio and visuals working to describe the images Audio appear when the image is clicked. When it is hovered nothing happened 19 12 Apr 2010 Launch Exercise for topic 3 Exercise launched successfully 20 12 Apr 2010 Dragging each color into the respective jar. Each color dragged successfully 21 12 Apr 2010 Return to courseware interface from any point of the courseware Courseware interface appear successfully Other that that, Pn Khadijah says that , the teaching syllabus and method are different from the mainstream syllabus. They use preschool syllabus in their learning modules However, if they show good performance the teacher will prepare them to be in national examination like UPSR. More information about the interview will be explained in the next section below. Questionnaire In order to get in-depth details of requirements of the courseware to be developed, interviews and questionnaire is conducted with the respective teachers of the schools. This is important because not all required data can be acquired through the test scenario assessment. The teacher answering the questionnaire is Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf. She has years of experience in teaching slow learners especially in English subject. Pn Khadijah is given the overview of the current English courseware and then she is given the questionnaire. Below is the result of questionnaire answered by the teacher: Data Analysis From the interview and questionnaire conducted with students and teacher of Sekolah Kebangsaan Sultan Yusuf, there are several issue should be addressed about the current English courseware and also what can be improved for the courseware to be developed: Flow of audio and visual must be synchronized and not too fast because slow learners couldnt catch up if its too fast For unknown reason, exercise for Topic 1 that should cover about numbers is replaced with exercise from Topic 3 which is about colours results in having two exercises about colours and the absences of exercise about number. The instruction is different than what can be done in the learning module. For example the instruction of topic 2 says to click the image to hear the audio. But instead, the audio only appear when cursor is hovered on the image. Nothing happened when it is clicked. Input of the exercise should be the same as what it appears in the learning modules to avoid confusion for slow learners. For example, the input of the exercise for topic 2 includes the stomach part even though it is not taught in the learning modules. Input of learning modules shouldnt be more than 5 in a topic because slow learners could easily forget what they learn if theres too many input. Slow learners in Malaysia are familiar with the Malaysia English. Using U.S English or Britain English in the courseware would confuse them. Students especially kids like learning using computer. Slow learners are not excluded. So the courseware to be developed must be visually attractive. Proposed System Architecture Figure 2: Proposed System Architecture The courseware will integrate use suitable multimedia elements that will support interactive learning environment either for the use at school or at home. This will make the learning process will be more engaging and entertaining. The courseware will consist of 3 modules primarily developed for students of Standard 4 to Standard 6. All this modules will be developed based on learning syllabus for slow learners from Sekolah Kebangsaan Sultan Yusuf. After the application is launched, students will be accessing the courseware interface. To ensure the flexibility of the learning process, students will be given freedom to choose which module they want to use. After each module there will be exercise that will test the students understand of the current topic. However, students are free to choose whether they want to do the exercise or not. If they dont want to do the exercise, they can proceed to next module or return to the courseware interface to choose other modules. In addressing that slow learners cannot cope with too much input at a time, each module will consist of two parts. This will enable the students to enrich their learning without taking too much input at a time. They have the freedom to choose which part they want to use in a module. The three modules are: Numbers, Reading Skills, Body Parts. Module 1:Numbers The first module will teach the students the foundation of recognizing numbers. The first part will teach about how to identify ordinal and cardinal numbers and whats the difference about them. The second part will teach the student how to differentiate between odd numbers and even numbers using the same modules in current English courseware with enhancement made on it. Module 2:Reading Skills This module is intended to enhance the reading skills of the students.. The activity in the first part will be focus on matching picture. Each time a picture from two sets of pictures will be shown to the student and from there the students will be asked to match the picture with the picture from the set which is not shown. The second part will focus on matching letter and words. The concept will be the same like in the first part. Module 3:Body Parts This module will teach the student the foundation of identifying body parts. The first part will teach the student about main body parts in general. The second part will teach the student specifically about parts on head The tools chosen for the development of the project will be Gamemaker 8. The reason to use this tool is because it is easy to be used compared to most of other tools. It allow the user to use collection of freeware images and audio for starters like the author to make a game looking courseware which will encompass on drag-and-drop action using the mouse. This tool will be used along with other tools like Adobe Photoshop CS3 and Macromedia Flash where necessary to make the courseware more interactive and rich. Conclusion Current English courseware is using basic concept of combining audio with visual in the teaching. Even though, it is still not perfect. There is lots of area for improvement can be made for the courseware. The authors project will take the opportunity to make enhancement on the courseware to maximize its potential. The new courseware to be developed will be more interactive and rich while in the same time addressing the issue of current courseware. With assistance from various parties such as the authors supervisor, Miss Elaine, teachers of Sekolah Kebangsan Sultan Yusuf as well as other people, this project will succeed. Acknowledgement The current courseware mentioned in this paper is developed by Mohd Izzat helmi B Yahya where his work had been base for the authors English courseware developed for slow learners. Here the author also would like to thank Ms. Elaine Chen Yoke Yie as the supervisor for the project, Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf, and all other parties who had contribute to the project whether directly or indirectly.