The importance of geometry

The importance of geometry This chapter includes the importance of geometry and the importance of learning how to solve traditional word problems by students in school mathematics. The concerns of mathematics education stakeholders about word problem solving based on national and international assessments and the suggestions provided by researchers and educators to improve students performance when solving word problems are also reviewed. The theories and empirical studies that focus on comprehension, representation, and solution of word problems are summarized. Although using mathematics, and in particular geometry, to model situations from work places has been part of education for centuries, the review of the literature starts with the beginning of the late nineteenth century, with the exception of Renà © Descartes (1596-1650) doctrine of problem solving (Encyclopedia Britannica, 1983). The review includes recommendations from important publications that inform mathematics education. Research-based theoretical and conceptual frameworks that support the solution process of mathematics word problems are used to develop a research hypothesis for examination in this study. Problem Solving and Solving Word Problems Some mathematics educators and researchers believe that a problem lies as an obstruction between two ends, the problem and the solution, without any clearly defined ways to traverse (Brownell, 1942; Mayer, 1985; Polya, 1980). This definition may also be applied to word problems because many researchers include math word problems in problem solving research (Kilpatrick, 1985). The logic behind this definition can be traced back to Renà © Descartes (1596-1650) philosophy which suggests that method is necessary to uncover the truth of nature. The following excerpt from Encyclopedia Britannica (1983) on Descartes Discourse on Method is worth mentioning as part of his doctrine of problem solving  [1]  [The Discourse] is a philosophical classic. [It] hides the fundamental assertion that the human mind is basically sound and the only means of attaining truth à ¢Ã¢â€š ¬Ã‚ ¦ never to accept anything as true which I [you] did not clearly and distinctly see to be so. Descartes thus implies the rejection of all accepted ideas and opinions, the determination to doubt until convinced of the contrary by self-evident facts. The second rule is an instruction to analyze the problem to be solved. Once cleared of its prejudices, the mind, using the example set by mathematicians, must divide each of the difficulties under e xamination into as many parts as possible; that is, discover what is relevant to the problem and reduce it as far as possible to its simplest data. The third rule is to conduct my thoughts in order, beginning with objects that are the simplest and easiest to know and so proceed, gradually, to knowledge of the more complex. The fourth rule is a warning to recapitulate the chains of reasoning to be certain that there are no omissions. These simple rules are not to be considered a mere automatic formula; they are to be regarded as a mental discipline, based on the example of mathematical practice. (p. 600) Schoenfeld (1987) summarized the four phases of Descartes problem solving plan. The idea in phase I is to reduce an algebra problem to a single variable equation for solving. Phase II suggests reducing a mathematics problem to an algebra problem and solving it according to phase I. In phase III, any problem situation is converted to a mathematics problem by mathematizing. In phase IV , the problem is then solved using the ideas in phase I and II. In two of his many rules (rules XIV and XV), Descartes suggested the drawing of diagrams as an aid to solving problems (pp. 29-36). It is noted from the above excerpt of Descartes problem solving process that a problem should be broken down to its parts before attempting to solve it. Each part should also be understood separately. For example, a word problem can usually be solved if one can understand the words (vocabulary), their meaning, their interconnection, the objects they represent, and the relevance of those objects in the problem. Solving a word problem is also sometimes referred to as problem solving. According to Branca (1987), problem solving is an alternative meaning of applying mathematics to different circumstances (p. 72). That means if a situation is explained in words, or in a word problem, then applying mathematics as a tool to solve that problem situation may be treated as problem solving. Also, Brow n, Cronin, and McEntire (1994) stated that assessment on word problems has different names, including math reasoning, problem solving, word problems, as well as story problems (p. 32). Although word problems have been extensively used in problem solving research, the similarity and differences between word problems and problem solving should be clarified. A word problem is also a problem to solve, according to the definitions previously mentioned. Many educators think solving word problems require the problem solving skills. For this dissertation, word problems will refer to problems of the type that appear in standardized assessments and tests such as the NAEP, the New Jersey HSPA, the SAT, and the ACT. They are not problems related to everyday human life without unstated facts where students have to wander, collect facts for mathematizing the situation before solving them. The problems in this study can be attempted using general heuristics (Polya, 1945; Schoenfeld, 1985), as well as through the application of Descartes problem solving principle and other methods based on Descartes philosophy. According to Kilpatrick (1987), in recent years, some researchers in mathematics education have used problems with increasing level of difficulty and learning opportunity that require the novel combination of rules and reasoning. A few similar problems were used in this research. (See Appendix K for sample problems) However, these problems are infrequently found outside of tests or class assignments. Solving Word Problems: A Goal of Mathematics Education Learning to solve problems is the principal reason of studying mathematics (National Council of Supervisors of Mathematics, 1977, p. 2). The NCTM (Krulik Reys, 1980) also suggested that problem solving be regarded as the major goal of learning school mathematics from 1980 to 1989 and repeated that recommendation more recently (NCTM, 2000). Mathematics accomplishment of students, which includes problem solving, became a major concern in the U. S. with the release of A Nation at Risk (U. S. Department of Education, 1983). This publication recommended focusing on the teaching of geometric and algebraic concepts and real-life importance of mathematics in solving problems. The low word problem solving ability of U.S. students of 9, 13, and 17 years of age was verified by the first data from the NAEP conducted in 1973. While analyzing the results of that assessment, Carpenter, Coburn, Reys, and Wilson (1976) concluded: It is most disturbing to ascertain the suggestion that many students receive very little opportunity to learn to solve world problems. The assessment results are so poor, however, that we wonder whether this is not the case. A commitment to working and thinking about word problems is needed for teachers and their students. (p. 392) Table 2.1 shows the scale scores of NAEP on mathematics obtained by U.S. students in grades 4, 8, and 12, on a 0 to 500 scale, from 1990 to 2007. Table 2.2 s hows the percent of different types of word problems correctly answered by the students in grades 8 and 12. According to Braswell et al. (2001), the achievement levels of 249, 299, and 336 are considered proficient levels for fourth-, eighth-, and 12th-grade students, respectively. Table 2.1 indicates very small improvements in the NAEP test scores for fourth-grade and eighth-grade students over the span of 17 years (1990 to 2007). However, these scores are below the suggested proficiency levels. It may be noted from Tables 2.1 and 2.2 that improvement, either in overall performance or in word problem solving skills for all participating U.S. students, is trivial. Also the scores that hover around 230 for grade 4, 275 for grade 8, and 300 for grade 12 on a 0 to 500 scale are too low. Of particular concern is an average of only 4% correctly answered questions for the years 1990 to 2000 (Table 2.2) by U.S. grade 12 students on volume and surface area related problems. International as sessments such as the FIMS in 1965, the SIMS in 1982, the PISA in 2003 and 2007, and the TIMSS in 1995 and 2003 further attested U.S. students poor problem solving skills and highlighted their low mathematical achievement in comparison to students from other participating countries. The FIMS and SIMS conducted mathematics assessment of 13year-old students and high school seniors (National Council of Educational Statistics, 1992). According to the NCTM (2004), the PISA measures the numerical skills and problem solving aptitude of 15-year-old students on a scale of 0 to 500whereas the TIMSS measures fourth and eighth grade students ability on concepts on a scale of 0 to 1000. The NCTM also reported that the NAEP, TIMSS, and PISA, which are low-stakes tests, generate group performance results of students. High-stakes tests, like New Jerseys HSPA or other state mandated tests, as well as the SAT and ACT, focus on the performance of individual students. Of the three assessments, NAEP, TI MSS, and PISA, TIMSS and NAEP have the most in common in terms of mathematical concepts and cognitive necessity (NCTM). The findings from the mathematics results of the PISA of 2000 and 2003 reported by Lemke et al. (2004) indicated that U. S. performance in algebra and geometry was lower than two-third of the participating OECD countries. Even the top 10% of the participants in the U.S. were outperformed by more than half of their OECD counterparts in solving problems. The then U.S. Education Secretary emphasized the need to reform high schools on top priority basis (U.S. Department of Education, 2005). The latest PISA (2007) results indicated that the mathematical accomplishment of U.S students is lower than the international average. According to TIMSS (2003), U.S. students of fourth and eighth grades scored on average 518 and 504, respectively in mathematics. These scores were higher than the average score of 495 of the fourth-grade students in the 25 participating countries and the average score of 466 of the eighth-grade students in the 45 participating countries. However, these scores were lower than the 4 Asian countries and 7 European countries for fourth grade and lower than the 5 Asian countries and 4 European countries for eighth grade. Although the average score of U.S. eighth-grade students improved by only 12 points from 492 in 1995 to 504 in 2003, there was no change reported by TIMSS in their score from 1999 to 2003. Overall, these scores on a scale from 0 to 1000 indicate that students in grades four and eight in the U.S. only achieved about 50% mastery of the concepts tested. National (NAEP, 2007) and international (FIMS, 1965; SIMS, 1982; TIMSS, 1995, 1999, 2003) assessments indicate that student achievement in mathematics remains a major educational concern. Those assessments use multiple choice, short-response, and open-ended word problems which are similar to those on the New Jersey HSPA, SAT, and ACT. Since students mathematical skills are measured using one or more of the above assessments, learning to solve word problems must be considered a major goal of mathematics education and a major component of assessing student achievement in mathematics. Further, learning to solve word problems related to real-life situations using mathematical concepts also helps students to be successful at work and in their lives. Geometry as a Cornerstone of Mathematics-History of Problem Solving and Geometry In ancient India, the rudiments of Geometry, called Rekha-Ganita, were formulated and applied to solve architectural problems for building temple motifs (Srivathsa, Narasimhan, Saà ¡Ã‚ ¹Ã†â€™sat 2003, p. 218). The 4000 years old mathematics that emerged in India during The Indus Civilization (2500 BC-1700 BC) proposed for the first time, the ideas of zero, algebra, and finding square and cube roots in Indian Vedic literature (Birodhkar, 1997; OConnor Robertson, 2000; Singh, 2004). The significance of studying geometry is evi dent from the past mathematical records. The book, A History of Mathematics (Suzuki, 2002) provides the mathematical innovations made by the most brilliant mathematicians from ancient times until the 20th century. Some of the mathematical developments presented in this book that are related to problem solving and geometry are discussed next. According to Suzuki (2002), the ancient Egyptians (3000 B.C.) demonstrated their skills in solving word problems by an Egyptian scribe on the mathematical papyri using the concepts of linear and nonlinear equations without any mathematical notations. That is, every problem solved by an Egyptian scribe was a word problem (p. 13). In order to redraw property lines after the yearly flooding of the Nile, the Egyptians developed realistic geometry related geometric figures, but not their abstract properties. Also, their geometry is filled with problems relating to pyramids (p. 16). The Babylonians (1700 B.C.) also routinely solved more complicated an d complex problems à ¢Ã¢â€š ¬Ã‚ ¦ entirely verbally (Suzuki, 2002, p. 28) without any system of mathematical notations. Their ways of solving interest relate problems show their advanced mathematical skills. According to Suzuki, the Babylonians also developed methods for calculating the area of triangles, trapezoids and other polygons. Before Pythagoras (580-500 B.C.), the Pythagorean Theorem was well known to the Babylonians (p. 31). The development of pre-Euclidean geometry goes back to the age of Plato (427-347 B.C.). It is said that the entrance plaque to Platos school in Athens read, Let No One Unversed In Geometry Come Under My Roof (Suzuki, 2002, p. 74). According to Suzuki, Plato had probably discovered the word mathematics from the mathema, meaning the three liberal arts, arithmetic, geometry, and astronomy (p. 74). Later, Euclid (300 B.C.), who lived in Alexandria, Egypt, wrote the Elements, a conglomeration of 300 years of Greek geometrical development. The Elements was so important for the next two thousand years of mathematics that Euclidean geometry became an essential part of learning mathematics until it faced the first serious mathematical challenges (p. 86) in the 19th century. The significance of understanding geometry for high school students has been a part of recommendations of the committees on mathematics education in the U.S. since 1894 (Commission on Mathematics, 1959; National Education Association, 1894, National Committee on Mathematical Requirements, 1923; Progressive Education Association (PEA) Committee and the Joint Commission, 1940; The National Committee of Fifteen, 1912). An account of these committees reports may be found in the 1970 yearbook of the NCTM, A History of Mathematics Education in the United States and Canada. A brief of the recommendations of these committees are presented below. The first national group of experts that addressed mathematics education was the subcommittee on mathematics of the Committee of Ten (National Education Association, 1894). They considered the goals and curriculum for mathematics education and recommended preparatory work on algebra and geometry in the upper elementary school curriculum. On demonstrative geometry, the committee stressed on the importance of elegance and finish in geometrical demonstration (p. 25). About demonstrative geometry, the committee further stated, there is no student whom it will not brighten and strengthen intellectually as few other exercises can (p. 116). This suggests all mathematics teachers engage their students in using the geometric concepts to visualize their surroundings and to geometrically demonstrate what they visualize. The final report of The National Committee of Fifteen on the Geometry Syllabus (National Education Association, 1912) recommended using realistic approaches to exercises in mathematics instruction. Eleven years later, its final report, The Reorganization of Mathematics in Secondary Education (The National C ommittee on Mathematical Requirements, 1923) also stressed the importance of the studying geometry. The commission advocated that the course of study in mathematics during the seventh, eighth, and ninth years contain the fundamental notions of arithmetic, of algebra, of intuitive geometry, of numerical trigonometry, and at least an introduction to demonstrative geometry (p. 1). One of the practical aims of this ecommendation was to encourage familiarity with geometric forms common in nature and life, as well as the elementary properties and relations of these forms, including their measurement, the development of space-perception, and the exercise of spatial imagination.

Strategy Formation and Strategic Change: Barnes&Noble and Amazon

The business sector is becoming more competitive than ever before, and many establishments lean on marketing to stand above the rest, making comprehensive strategies essential to any organization. Under strategy comes two distinct terms, which are often interchanged: strategy formation and strategic change. How are they similar, or different?How are they similar or different in terms of two online reference store giants Barnes&Noble and Amazon? Strategy Formation According to the Process of Strategy Formation (n. d. ), strategy formation includes both planning and implementing the details of the strategy.It requires strategists to answer the what, when, where, why, and how of the strategy that they are brewing. There are two bullet points in forming a strategy: activities and roles. Strategy formation activities are the actions that strategists will undertake throughout the strategic implementation. This includes determining the objectives of the strategy, assessing the strategy, pla nning the actual strategic plan and implementing them. Roles refer to the person or groups of people who take charge on each aspect of the strategy, implementing and controllong them.When Amazon started out, it is generally an online book store, with side products that avid web visitors can buy occasionally. The idea, it seems, was to bring convenience to the reading web consumers. (Amazon. com, 2006) Barnes& Noble on the other hand started out as an online â€Å"education system,† and courses were free. The book store phase comes when students start the class, as they are encouraged to buy the references from the site. The idea is to give free training, and sell books that students can use to maximize those trainings. (Barnesandnoble. com, 2006) Strategic ChangeStrategic change, on the other hand, is making an improvement or modifying an existing strategy. There are different reasons why strategies are modified, the most recurrent of which is the inefficacy of a strategy. Fr om an online book shop with occasional gifts and extra items, Amazon now carries many consumer goods—from the pioneering items books, music, and movies, clothing, electronics, household items, even event registries. The strategic change was from an online bookstore into an online shopping site, yet the mission is still to bring convenience to Amazon’s consumers.(Amazon. com, 2006) Barnes&Noble has adopted a similar strategic change, but it chose to stick with the writing-reading consumers in mind. The site, apart from the B&N University which offers free courses now sells books, stationeries, pens, and other gifts that writers and readers, as well as their friends, can appreciate. There is still the occasional stray items not intended for writers or readers, like toys and playthings and outdoor equipment, but they do not affect the general feel that Barnes&Noble was created with a specific market in mind. (Barnesandnoble.com, 2006) The two organizations’ strateg y formations were different—one opted to be a store while the other started out as an online school. However, they both had readers and writers as their costumers in mind. The strategic change, however, was a little bit similar as both sites branched out to selling more than books. The strategic change differed with the type of items that each site chose to sell. In the end, Amazon and Barnes&Noble’s strategy were based on their target markets, explaining why they were similar and different in their own respects.While B&N tried to touch base with their reading and writing customers, Amazon hoped to reach not just this market, but more. References Process of Strategy Formation. (n. d. ). Strategy Formation Chapter 3, 105-162. Retrieved July 20, 2006, from http://userwww. sfsu. edu/~bheiman/DMch3. pdf#search='process%20of%20strategy%20formation' Barnesandnoble. com. (2006). Retrieved July 20, 2006, from http://www. barnesandnoble. com/index. asp? z=y Amazon. com. (2006). Retrieved July 20, 2006, from http://www. amazon. com/gp/homepage. html/ref=topnav_gw_gw/102-2681851-9996929

Microeconomics Topics for Essay - What Is It?

Microeconomics Topics for Essay - What Is It? Writing companies should hire editors to confirm the essay for errors and plagiarism in order to be sure essays supplied to students are of excellent quality. You could possibly be given the topic straight away by your professor, or you could be free to select the topic yourself. Scholars find it rather challenging to compose supreme high quality essays. If you get an obvious essay, readers will understand easily what you would like to tell. The readers wish to read an essay that's totally free from any mistakes so it will be simple to comprehend. Most of the folks have a tendency to run away from politics and thus the politics essays too, therefore it is quite important to grab the interest of the readers till the conclusion of the essay and that would be much difficult I know. Additionally, you can capture reader attention with the aid of funny essay topics. When prior brainstorming is finished, you might begin drafting your essay. The multiple topics might be found, for instance, in the dissertation abstracts international database. When writing essays, plenty of research is needed. You could also lack enough knowledge on the subject, or you aren't good in the usage of English language for writing essays. If you aren't healthy and taking care of your body everyday, you're on board for a visit to the bottom because as your entire body degrades, as you become older, all the unhealthy foods you are eating and the months you've been putting off the gym will come back to haunt you. Remember your final grade significantly is contingent on the topic. So, to be able to save yourself from future issues, it's far better to consult them in the very first location. You may also structure your response in conditions of time periods. The War Against Microeconomics Topics for Essay Just do good research for reliable provider, and you aren't go ing to regret your choice. It's extremely important to read carefully essay services reviews, because you wish to steer clear of low excellent services. Take a look at our writing services reviews and find out how top rated essay writing companies get the job done. Writing companies should make certain that customers get essay papers which are in compliance with instructions. Up in Arms About Microeconomics Topics for Essay? Working with different essays at once can help to lessen the stress levels and prevent procrastination. Research paper is an arduous job for the research students that they must manage doing somehow. The essay will test the student wisdom and ability in answering the questions together with analyzing the problem. A good deal of essay writing websites are established so as to offer writing help to students. Students should be quite thorough in their research in order to recognize the most suitable essay writing firms. They lead busy lives and often forget about an upcoming deadline. The Students Should Write a Compelling Introduction Perfect essay writing is difficult to achieve, but it's possible in the event the student is intelligent to experience the university guidelines. Most students don't know how write custom essay only because they do not have sufficient time and writing skills. What to Expect From Microeconomics Topics for Essay? The main purpose of topic choice for a proposal essay is to demonstrate the idea can be put into place in practice. Your topic ought to be something it is possible to research and then write about in a persuasive way. If you're thinking that you will need a person to compose my essay at the moment, you can just rely on our honest reviews. Free response essays are an essential part of the ap biology curriculum in reality, you will have 4 abso lutely free response questions on the ap exam at the close of the year.

Music And Its Effect On Education - 888 Words

Music incorporated into education is very beneficial in numerous ways. Having music apart of your classroom will stimulate a student socially, cognitively, emotionally, and physically. One does not need to have to be knowledgeable about music to incorporate it into your classroom. Bringing Education to Life with Music Incorporating music into education courses will further achievement in multiple areas of learning. Education combined with music accommodates building language, confidence, creativity, open mindedness, and a stress free student. Also, it enhances brain development, physical coordination, and memory, visual and listening skills. Music makes learning exciting and enjoyable. I feel that every classroom/school should have songs, cheers, and chants it will suppot a sense of community, belonging, and purpose. Songs and chants can be useful in the classroom for transitions, memorization tools, and brain breaks. Playing a song or saying a chant for transitions between lessons or cleanup will maintain the transitions flow smoothly and assist students to identify different parts of the day. When using music to transition in the classroom, its best to state guidelines such as, clean up should be done before the song ends, singing shouldn’t be louder than the music, and mild dancing is encouraged. Help control a classroom environment Playing or singing a welcome song when students enter the classroom may encourage them to feel welcome and ready to learn.Show MoreRelatedThe Effects Of Music On Music Education1002 Words   |  5 Pagesinstead of practice violin music is proven to make you smarter. When a child particularly at a young age learns how to play an instrument preferably in a social setting is provides the brain of that child with extra dopamine, new neurological connections, better behavior, and higher test scores. Schools are turning to new programs to aid music education and there are many reasons to support their decision. Music has been proven over many studies to show a connection to education. Evidence of this hasRead MoreMusic Education And Its Effect On Education1661 Words   |  7 Pagesreferred to a life without music as a mistake (â€Å"Don’t†). Unfortunately, many children never get the opportunity to discover the fulfillment that music can bring to their lives. They are denied this chance by an unfair educational system. Music education is beneficial to the student throughout his entire life, thus it should not be cast aside and neglected as it often is in the public school system today, but instead schools should do just the opposite; treat music education as a priority. The evidenceRead MoreMusic And Its Effect On Education Essay1887 Words   |  8 PagesMusic is fascinating because there are so many different uses and styles. It is an enjoyable way to help the brain grow and develop. Plato once said, â€Å"I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.† Music classes should be part of the required core curriculum through all four years of high school; however, some schools don’t have the money to support these programs, despite the many benefits itRead MoreThe Effects Of Music Education On Mainstream Education Essay1619 Words   |  7 Pagesanswering if music education has enough crossover benefit to include it into our mainstream education. Two scholarly articles, a blog, a personal story and an online article were selected and consulted to find the answer to this question. Many authors in many articles had minimal criticism of music education and most were in favor of music education. Findings were that yes, music education does in fact have enough crossover benefit to include it into mainstream education. Music education may be timeRead MoreThe Importance and Effects of Music Education Essay examples1944 Words   |  8 Pages Music evaluated as a subjects that is many times overlooked. If a school seems to have financial trouble, then music and art programs are the first to get cut. Essentially, students do not need them to succeed and they are just hobbies. This is the mindset that many school boards have towards music education. I have had the pleasure of being involved in music from a young age. My schools did not offer music programs, but my parents saw an opportunity in music education so they decided to lookRead MoreThe Effects Of Music Education On Children s Learning And How The Length Of Teaching Essay1611 Words   |  7 Pages young children have curious minds leading new discoveries based on their capabilities. We introduce new motives to children in order for them to grow and develop. Some may introduce sports; others may introduce math or science. Some maybe even a music instrument or some paint. The Arts plays an important role in a child’s expression, creativity, and academic achievement. Primarily in elementary and middle school it’s important for young kids to be exposed to an extracurricular that helps set basicRead MoreThe Effects Of Music Education On Children s Brain Development, Intelligence Quotient, Social Development And Overall Success3469 Words   |  14 PagesSings Good News for Musicians Historically, there has been a debate among educators and researchers whether music education plays a significant role in a child’s brain development, intelligence quotient, social development and overall success in life. Many believe the data has been unreliable because there is little to prove with absolute certainty that those who participate in music education were not just born smarter. On the other hand, substantial data has been collected in recent years that seemsRead MoreSample Bibliography : 20 Important Benefits Of Music1035 Words   |  5 PagesAnnotated Bibliography â€Å"20 Important Benefits of Music In Our Schools.† National Association for Music Education, 21 July 2014, www.nafme.org/20-important-benefits-of-music-in-our-schools/. This source is an online article from a credible source: The National Association for Music Education (NAFME). The actual author is unknown. This source presents twenty significant advantages of music in schools. The advantages presented are actual facts due to studies performed. This article is important to myRead MoreThe Current State Of The Cambodian Traditional Music Revival And The Large Impact Of Cultural Music Education1539 Words   |  7 Pagesto see the current state of the Cambodian traditional music revival and the large impact of cultural music education, it fails to see the external benefits of this music that promotes â€Å"a culture of peace, global citizenship, and appreciation of cultural diversity and its contribution to sustainable development†.29 This cultural benefit is one of the biggest answers to the question of why this music education and the survival of traditional music is important. Despite the lack of coverage this elementRead MoreEssay on Resear ched Argument1124 Words   |  5 Pagesbeginning of time, music has been an important part of people’s lives. However, today, it seems that the number of people who advocate the everlasting presence of music is dwindling, and the number of people only concerned with economic stability and the core curriculum in schools is rising. Budgets in schools are being cut, and the music programs are usually at the beginning of the list when a particular area is to be disbanded. Action is being taken against the loss of music education in schools,