Teaching Essay Writing Should Not Be Formulaic

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Hire A Cheap Essay Writer

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Hire A Cheap Essay Writer

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Standardized Testing Making Leaps and Bounds - Free Essay Example

In a day and age when standardized testing is getting a bad reputation, sometimes we have to look at what is being done to improve the old and bring it into the future. Today there are Opt Out movements where parents are willingly choosing to not measure the progress their children are making. But what does opting out really do? It threatens a schools funding, while standardized testing may not be winning any popularity contests, they are what help keep our schools running. In this technological age, there are many advances coming to the old standard on standardized testing. The opt-out movement is putting school at risk of losing access to federal aid. Jack Markell, the former Democratic Governor of Delaware, says that more states should be using their access of addition funds through Every Student Succeeds Acts in order to perform assessment audits which he says no state had yet to take advantage of (qtd. in Doran). After a survey of 1,000 teachers in 3 states and the District of Columbia ,Josh Kaufmann, executive director of Teach Plus, says he was shocked by their response of the PARCC test and how they believed it was better than its predecessor ISAT. Kauffman explains that it wasnt a good test, and that it wasnt great at measuring students progress or critical thinking skills. With 79% of teachers preferring PARCC to ISAT, and in Chicago 89% thought it was better it shows we are progressing and making needed changes (qtd. In Sanchez 1-2). However, the main argument against standardized testing seems to be that teachers are teaching the test, causing the test to determine curriculum and not the teacher. While too much test preparation and removing non-tested subject from curriculum are indeed the wrong approach, teaching the test can be utilized in a better way. Teaching students the correct knowledge and skills that are needed not only for tests but for life can be beneficial not only to the students but overall test scores (Phelps 2). Some try to think of standardized testing as a competitive sport accusing it of shaming schools when they post results like they are sports scores. While also accusing it of over utilizing rote memorization skills and not using enough critical thinking. (Dixon 1-2). But the new test in the works is taking these notions into consideration and progressing into a better test that can evolve with a student. Local Chicago Public School Vice Principal and teacher Julie Pienta has seen standardized tests change more than once in the past 10 years, and believes standardized testing is a positive for students and schools alike but believes its how the results are used that is putting the test itself into a bad light. With the purpose of the test being to test a wide range of students and hold them to the same standards, which is needed in order to improve instruction in the classroom. Yet, Pienta says the test cant be the only measure of students abilities and that Likewise, the results of one standardized test should not be used in the evaluation of a teacher, school, district or state for the same reasons (Pienta). Pienta also doesnt see teaching the test as much as problem as it had been in the past, due to it being too difficult to predict what will be on the test and that the main pressure put on the students doesnt necessarily come from the test itself but from teachers, adults etc.(Pienta). It is said that standardized test prep uses 1% of a teachers instruction time but its affects are much larger. PARCC results however can come 6 months or more after the test is given, how can you focus on areas that need improvement with such a slow turn around? Maranto equates it to a child caring about a video game if he didnt know his score for 6 months, who would care? The transparency that standardized testing has provided has let charter schools like KIPP, Harmony, Basis, YES Prep and Great Hearts who are academically succeeding to replace less successful public schools. The success of these charter schools doesnt come from tests like PARCC, they come from computerized tests like Northwest Evaluation Associations Measure of Academic Progress (MAP) test. MAP tests are shorter, easier to administer, results are immediate and cheap costing about $10 a child for three tests. Standardized tests are needed to measure a students skills and knowledge since grades can range teacher to t eacher, school to school because grades are objective. Grading causes the student to be against the teacher and it can leave students resenting one another but yet with standardized testing it puts them all on one team against the test. This alleviates pressure not only on students but the teacher as well. Standardized testing unites students and teachers in one common goal. The goal to beat the test and beat other school it becomes a team mentality. Standardized testing does more good than bad and is purely a means to collect data for educators to use in order to help students (Maranto 1-3). PARCC tests have been known to long and very difficult, leading to a number of students not passing. In turn, Illinois wants to make a shorter test with quicker results to better help the students (Editorial Board 1). PARCC comparative results are in and they werent great, showing us in 2017 less than 40% of 900,000 students passed reading and math exams. It is said the new test will continue to use year-to-year comparability and again be a better assessment of a students progression (Editorial Board 3) PARCC while having been seen as better than its predecessor ISAT, is possibly on its way out as the Illinois State Board of Education is planning on implementing a new format of testing. The goal of this new test is to receive results in a more timely matter and change the questions on the test depending on how a student answer. This again is showing us that the powers that be see that testing needs to evolve and change in order to continue to be relevant (Rado 1). In 2015 when Chicago Public Schools tried to combat the PARCC test, resulted in the state threatening hundreds of millions of dollars in funding. When super intendents wrote to the Illinois State Board of Education in 2016, the state listened and the push for change began. The Illinois State Board of Education is looking to create a computer adaptive test. While the revised test will still use Common Core standards and continue to include PARCC questions it will also include new content developed by educators. Illinois is not the state making the move to a more hybrid test, Colorado and Texas are also making changes. New Meridian, a company said to lead the industry in assessment design and development, has landed a 19.6-million-dollar contract to help develop the new test for Illinois, this is a large investment into making the test better for students and schools (Roda 2-3). Assistant Superintendent in Schaumburg, Paul Goldberg says he welcomes shorter tests and how some families are already familiar with computer adaptive testing being used to measure students progression and skills (qtd. in Roda 4). Computer adaptive tests will evolve as a student answers. When questions are answered correctly, the test and questions will progressively get harder and alike if students answer incorrectly the questions get simpler. The goal of the new test is to measure all students and have results almost immediately, this is a large undertaking and requires a lot of work. (Roda 4). The STREAM program (Science, technology reading, engineering, arts, mathematics) is an experimental program, that submerses students into experiences, because employers are finding a lack of noncognitive skills in graduates. The use of STREAM uses project-based learning to help students for these skills, the students in this program are still required to take standardized test. STREAM is not teaching the test, the purpose of the program was to study and see if participation in such a program would affect scores and achievements on standardized tests. Fifty-seven students took part in the year-long STREAM program, and about 140 students partook in traditional classes. School officials say academic standing was not factored into who was included in the program and the research team was in no way connected to the school. Students who took part in the program said they enjoyed it more than traditional classes and also found it more motivating. The students in the program and students set in the traditional classroom all took the same standardized test ACT. The results showed students in both groups started and finished on the same levels. The differences in scores were insignificant, and the students in the STREAM program had actually scored marginally higher (Scogin et al. 39-56). The STREAM program shows us teachers do not need to teach the test in order to have successful standardized test results, it also shows that creative curriculum can be implemented and be successful and useful in teaching students valuable life skills that they can take with them into the work force. Group projects with in the STREAM program left students feeling les stressed and more proactive and striving to achieve better results. Teaching the test while not necessarily a bad thing, it also isnt mandatory. Students can learn and grow in a multitude of environments. Standardized testing has gotten a bad reputation through-out the years for various reasons; time spent on test prep, teaching the test, the time it takes to get results and the stagnant nature of the test. Educators are making incredible strides to rectify those problems and others. They are giving students a new test, that will challenge them on a more personalized level, we will see results quicker making it easier fo r teachers to make adjustments to help students succeed. Standardized testing isnt the necessary evil its been made out to be, yes, its needed for badly needed funding, but it can also be a very valuable tool for a students achievements. Works Cited Aycock, James. Teacher Voice: In Defense of Standardized Testing. SCORE, State Collaborative on Reforming Education, 2014, tnscore.org/in-defense-of-standardized-testing/. Accessed 29 October 2018 Dixon, Bruce. The Testing Emperor Finally Has No Clothes. Education Digest, vol. 83, no. 9, May 2018, pp. 45â€Å"50. EBSCOhost, search.ebscohost.com/login.aspx?direct=trueAuthType=ip,ssodb=a9hAN=128750078site=ehost-livecustid=s8876422. Doran, Leo. The Opt-Out Movement: Civil Disobedience Or Misguided Obstructionism? TCA Regional News, 07 Jun. 2017, pp. n/a. SIRS Issues Researcher, sks.sirs.com. Editorial Board. Is scrapping the PARCC test about helping kids or making Illinois schools look better. Chicago Tribune, Chicago Tribune, 2018, www.chicagotribune.com/news/opinion/editorials/ct-edit-illinois-parcc-change-20180209-story.html. Accessed 18 October 2018 Maranto, Robert. Testing Patience. Academic Questions, vol. 29, no. 3, Sept. 2016, pp. 299â€Å"302. Phelps, Richard P. Teach to the Test? Wilson Quarterly, 2011, pp. 38-42. SIRS Issues Researcher, sks.sirs.com. Accessed 23, October 2018. Pienta, Julie. Thoughts on standardized testing. Received by Nicole Tetrev, 18, October 2018 Rado, Diane. PARCC pushback prompts Illinois to remake controversial test for 3rd-8th graders. Chicago Tribune, Chicago Tribune, 2018, chicagotribune.com/news/local/breaking/ct-met-no-more-parcc-20180207-story.html. Accessed 18 October 2018 Sanchez, Melissa. More Prep for PARCC test, but better than ISAT. Chicago Reporter, Chicago Reporter, 2015, www.chicagoreporter.com/teachers-more-prep-for-parcc-test-but-better-than-isat/. Accessed 23, October 2018 Scogin, Stephen C., et al. Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program. Journal of Experiential Education, vol. 40, no. 1, Mar. 2017, pp. 39â€Å"57. EBSCOhost, doi:10.1177/1053825916685737.

Consolidated Rail Corp Analysis - 1579 Words

Acquisition of Consolidated Rail – Case Study 1. Background Info - Conrail 1.1. Formed from the remains of the six bankrupt North-eastern railroads in 1973 1.2. Earned its first profit in 1981- $39.2m on revenues of $4.2bn. Privatised through an IPO in 1987 1.3. Major player in North-eastern cities and their connection with major Mid-western hubs 1.4. In 1995, had 23,510 employees, operated 10,701 miles of track and controlled 29.4% of the eastern rail freight market 1.5. Financial indicators- 1995 1.5.1. Operating revenue - $3.7bn 1.5.2. Operating ratio – 79.9% 1.5.3. Revenues per employee - $156,784 1.5.4. P/E ratio – 12.9 2. Background Info – CSX 2.1. Virginia based diversified transportation company – intermodal services, ocean†¦show more content†¦5.4. The backend offer would not materialise until late 1997, therefore the effective offer could be even less. If the cost of capital is 16.45% (more later), then the 60% shareholders will get $4.712bn/1.1645 = $4.04bn which effectively translates to $81.67/share ($3.03bn+$4.04bn/90.5m shares) 6. Transaction multiples 6.1. Have only look at transactions that have been completed. 6.2. The peer group is selected based on: 6.2.1. Comparable business risk – all the companies face on average similar risks. There could be some differentiation due to some firms operating in different parts but that does not affect materially. 6.2.2. Growth – the railroad industry is a mature industry and the growth is anticipated to come through acquisitions and no technological breakthrough is expected. 6.2.3. Profitability – on average Conrail appears to be profitable than the comparables and Conrail is less levered as well. 6.3. The average multiples are as follows: 6.3.1. EV to EPS – 19.4x 6.3.2. EV to Book value – 4.6x 6.3.3. EV to Sales – 2.2x 6.3.4. EV to EBITDA – 11.3x 6.4. The multiples give a valuation range of $91.85 to $148.23. The EPS and Sales multiples are close to the industry average giving a range value very close to the offer price - $91.85-$95.09. The EPS and Book value are very much affected by the leverage structure and thus may be not a true representation. 6.5. On the current offer, CSX is offering lower than the counterparts have offered in theShow MoreRelatedAnalysis of Financial Position of Smrt and Sbs Transit, Singapore7885 Words   |  32 PagesTable of Contents 1. Executive Summary 2. About the Company 2.1 Key People 2.2 Milestones 2.3 Business Structure 3. Company Analysis of SMRT Corporation Ltd. 4. Company Financial and Data Analysis 4.1. Profitability ratio 4.1.1 Return on Capital Employed (ROCE) 4.1.2. Operating Profit Margin 4.1.3. Profit Ratio 4.1.4. Return on Equity (ROE) Ratio 4.1.5. Return on Assets (ROA) Ratio 4.2. Liquidity Ratio 4. 2. 1. Current Ratio 4.2.2. 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Psychology Physical Development of Children

Question: Discuss about thePsychologyfor Physical Development of Children. Answer: Introduction The surroundings and the environment plays an important role in the growth and development of the child. It is necessary for the parents and educators to provide required resources for the development of the children at early stage. There is a development of fundamental motor skills in the children as they grow which is considered important for the growth and development of the children (Benson Haith,2010). This report emphasizes on the analysis of the physical development of the children. It focuses on the impact of culture on the development of the child and different motor skills which are developed in child throughout different years. Impact of Culture on the Physical Development of Children There is a significant impact of the culture on physical development of children. In some cultures, more importance is given to self esteem and independence while in other culture, interdependence and strong connections are considered important. In the classroom, the differences exists between their different cultures is bridged by their educators. It is essential that the intervention programs are flexible and adjusted as per the cultures so that the families can incorporate different attributes in children in a smooth manner in their life. There is an existence of diverse culture in Australia as majority of the Australians were born in other countries due to which approximately 400 types of languages are spoken in Australia. This is the reason that the educational and care services of children have a regular contact with the parents of children in Australia (Bornstein, 2014). Children learn different aspects of the world by the way of behaviors, values, beliefs, traditions, languages and behaviors. The development of the children through the experience of different cultures exists in the country. Children learn different abilities and skills exist in the culture to which they belong. The different perspectives of culture help parents to understand the needs of their children and provide them the information to develop new skills (Palisano, Campbell Orlin, 2014). People identify their groups on the basis of ethnicity, values, beliefs, birthplace, country of origin and languages. The presence of cultural diversity helps in building and maintaining strong relationships with other people (Harrison Huntington, 2000). The existence of positive relationships among the lives of people results in the prevention of the feeling of depression and anxiety. Children feel connected with their culture when there is an existence of warm and secure emotional connections with the adults who are in a regular contact to children. Children who have a strong sense of their own culture and traditions build a positive cultural identity for themselves. This results in building a strong well being of the children in terms of physical and mental health (Hewlett Lamb, n.d.). Young children develop and learn through early experiences and relationships as they grow older, they have a sense of identify them to which culture they belong. In the early childhood stage, children learn to make differences among people and start to make their own opinion related to the existing differences. For example children learn to make a difference between a family member and a stranger. Young children are also very sensitive to the experiences of prejudice and racism in the society. This has a significant impact on the emotional and social wellbeing and social relationships. Young children have a curiosity to make a differences and categorise different things in different ccategories and focus on one thing at one time. For example, children make a difference between the color of skin with the other children (Willoughby Wood, 2008). Such type of differences helps children to organize their experiences in a systematic manner. Children talk about their differences with other children which results in developing a good feeling in the children and feel appreciated to consider the diversity in themselves and others. People migrate from one place to another for varied reasons and find challenges and difficulties due to presence of diverse backgrounds in terms of language, migration and resettlement, discrimination and racism. There is an implementation of inclusive practices for the purpose of building strong connections in the society. It is essential for the educators to familiar with the families of children in order to meet the need for learning, wellbeing and society of the children (Rogoff, 2003). The knowledge of these needs helps in building relationships with a true foundation and understanding with parents and carers. It helps in building a positive difference in the mental health and wellbeing of the children. It also helps in addressing the discrimination and difficulties that occur in early childhood stage. The educators promote mutual respect for diversity among the dierse backgrounds of children and families. The educators feel connected and take full participation in the environment created by the educators. A sense of belongingness help children to understand and appreciate differences existed in themselves and others. Educators also help families to make contacts with other families for the purpose of building strong mental health of their children (Greenfield, 2014). In addition to this, there is an existence of difference in the parenting styles and development stages in children belonging to different cultures. In the American culture, authoritative parenting style is adopted for the successful physical and mental development of the children. The development of children is hindered by the presence of race and racial stereotypes. Such stereotypes have a strong influence on the development of the children. the social milestones such as the determination of the age at which the child begin formal schooling differs from one culture to another. In the authoritative parenting style, emphasis is given on maintenance of high self esteem and social skills while in authoritarian style emphasis is given on conformity and obedience (NabuzokaEmpson, 2009). Difference Between Locomotor, Non-Locomotor and Manipulative Movement in Children The occurrence of fundamental body movements considered as a building block for complex physical movements such as exercising, dancing and playing sports. This is the reason that at the stage of early childhood, it is necessary for the children to excel in the fundamental body movements. The children become active when they excel in the fundamental body movements at the early age. If the fundamental movements are not learnt by the students at early age with excellence, they find difficulty in participating in different physical activities (Gershoff, et al., 2013). There are broadly three types of fundamental body movements such as locomotor, nonlocomotor and manipulative movements. Locomotor body movements refer to the movement of the body from one place to another. There are eight locomotor movements such as walking, running, leaping, hopping, jumping , galloping, sliding and skipping. These movements are divided into even and uneven rhythm movements. Uneven rhythm movements consist of unequal actions. Skipping, galloping and sliding are considered as uneven rhythm movements and the remaining above metioned movements are considered as even rhythm movements (Pica, 2008). These movements help children to move their body in a forward, backward and upward direction. These skills help in building gross motor skills in an efficient manner. It is necessary for the children to practice different locomotor skills in order to excel in the movement of each skill. For example, the child who has excelled in the hop movement can play the hopscotch in a better manner. In addition to this, the child who has practiced running and achieve excellence in this locomotor skill can easily participate in the relay race. On the other hand in the non-locomotor skills, there is an occurrence of the body movements in a stationary position. In such type of body movements, there is no occurrence of movement of the body from one place to another (Jackman, 2011). The different body movements that are regarded as non- locomotor movements include stretching, lifting, extending, bending, flexing, swinging, rotating, turning, twisting, dodging, wiggling, shaking and so on. In addition to this, human beings carry out non locomotor skills and locomotor skills in a simultaneous manner such as arms are swing during jogging and knees are bend while jumping. These body movements are sometimes referred to as axial movements. People should perform these body movements in order to remain healthy (Pica, 2012). Children should perform these movements as it helps in building strong bones that provide strength to children to perform different tasks in an easy and quick manner. These skills help children to maintain stability and control in different positions while performing different physical activities. Children develop these skills at different ages as they perform the task at different rates. For example 4 to 6 months baby starts rolling, moving forward and pushing their legsand learn to sit with support. Babires of 8 to 12 months start crawling, climbing on the furniture and rolling. Such activities helps in the development of non-locomotor skills in children (Karen, 2010). For the purpose of the development of these skills there is a requirement of providing space to children where they can safely develop these skills. In contrast to this, manipulative movement skills are the skills that make a use odf hands, feet and other body parts for the purpose of moving the other object. These are regarded as gross motor skills such as coloring by the use of crayon, kicking a ball or picking a small object. Manipulative skills help in strengthening the coordination between hand and eye of the children. It also improves the dexterity. Such skills have a significant impact on different abilities of the children such as artistic, athletic and writing ability (Thomas, Lee Thomas, 2008). The occurrence of these movements begins with infants when they grip on small things such as finger. Besides this, there is an occurrence of progression in such skills as they grow. At the stage of toddlers, they learn to play with blocks and toys. As there is a progression in the childs age, improvement in manipulative skills have occurred that results in improving the self care of a children. This helps children to perform their day to day activities such as brush their teeth, dressing up and so on (Arce, 2012). In addition to this, there is a requirement of assistance to children for the purpose of development of the manipulative skills which can be accomplished by providing children with small toys that helps in bringing control and manipulation of the hand movements. Besides this, the other resources which are required to develop manipulative skills include puzzles and play-Doh which helps in fining of the motor skills of the children. The manipulative body movements helps in enhancing the fine and gross motor skills in children. the fine motor skills include grasping of objects, holding small objects clasping hands together, putting on socks, shoes and clothingdrawing lines and circles. Besides this, the gross motor skills include waving arms and legs, jumping, crawling, walking and climbing (Pica,2009). Effect of Physical Motor Skills on Other Developmental Areas in 6 Year Old Child At the age of 6 years, the fine and gross motor skills have been improved in children. At this age, children get a proficient control over their small muscle movements and become proficient in different tasks such as closing of buttons and using scissors. Their different abilities such as drawing and writing skills are also improved (Gordon Browne, 2015). At the age of 6 years, there is a rapid development of physical motor skills in boys and girls that have a significant impact on other developmental areas such as physical appearance and mental ability. It is considered that boys are physically strong in comparison to girls as they perform different fundamental body movements in an excessive manner as compared to girls. Children at this stageare engaged in games which are full with fantasy and drama (Gordon Browne, 2016). At this stage girl tend to pretend play as mothers and boys as fathers. This results in development of the gender difference in both the children. The children prefer to play with their friends rather than their own. At this stage, children play games that have rules which they have to abide by to play in an honest manner. If a child loses the game then they accuse other children of wining by cheating. Besides this, the thinking and attention span of the children has increased during this age. In addition to this, they can understand simple concepts such as time, seasons and recognize some words (Meggitt, 2006). This indicates that there is an occurrence of the mental development of the child. In addition to this, the child also talks a lot irrespective of the presence of someone nearby or not. The children at this age prefer to remain independent but require love and attention from the family members. At this age, the children try to understand different things of the world which leads to the occurrence of fear in them related to supernatural things like ghosts, tests, failure, physical harm or threat (Keenan, Evans, Crowley, 2016). Involvement of 6 Year Children in Motor Movements The different types of motor movements in which the 6 year old children get involved includes running, walking, jumping and so on. All the fundamental body movements such as locomotor, non locomotor and manipulative skills are performed by the girls and boys at this age. It is found out that the different motor skills such as fine motor skills, self help skills and general motor skills are performed by girls in a better way as compared to boys. Besides this, there is no occurrence of difference in the abilities of girls and boys in gross motor skills at this age (Holt, 2009). There is an occurrence of improvement in the development of different motor skills in boys and girls at the age of 6 such as run, jump, catch, throw. Boys are considered strong in comparison to girls in the skills that require force and power. Boys can run, jump and throw a ball in a fast manner to long heights. There is a development of these skills in girls at a slower rate as compared to boys. In addition to this, the interaction of boys and girls with their peers help in finding an insight related to aggressive behaviors of boys and girls. In addition to this, teachers encourage children to play physically which helps in the development of the gross motor skills in children which are considered helpful in the development of the children (Swim Watson, 2010). The motor skills in which the children are engaged at the age of 6 include locomotor, non locomotor and manipulative skills in order to establish a better coordination between their different organs. At this age, children are encouraged to play different games which involve coordination of the hands and legs with eyes. The different games which are played by the children of age six involves catching and throwing of ball, kicking of ball, jumping, running, walking and so on (SarachoSpodek, 2013). Conclusion It can be concluded that children learn different skills as they grow. There is a development of three fundamental body movements in the children namely locomotor, non locomotor, and manipulative skills in the children which helps in enhancing the coordination between different parts of the body. In addition to this, there is an existence of the difference between the growth and development of the motor skills in girls and boys. Girls learn activities that require force and power at slower rate as compared to boys. References Arce, E.M. (2012). Curriculum for Young Children: An Introduction.Cengage Learning. Benson, J.B. Haith, M.M. (2010).Social and emotional development in infancy and early childhood.Academic Press. Bornstein, M.H. (2014). Handbook of Cultural Developmental Science.Psychology Press. Gershoff, E.T. et al. (2013). Societal Contexts of Child Development: Pathways of Influence and Implications for Practice and Policy.OUP USA. Gordon, A. Browne, K.W. (2015).Beginning Essentials in Early Childhood Education.Cengage Learning. Gordon, A.M. Browne, K.W. (2016).Beginnings Beyond: Foundations in Early Childhood Education.Cengage Learning. Greenfield, P.M. (2014). Cross-Cultural Roots of Minority Child Development.Psychology Press. Harrison, L.E. Huntington, S.P. (2000).Culture Matters: How Values Shape Human Progress.Basic Books. Hewlett, B.S. Lamb, M.E. (n.d.). Hunter-gatherer Childhoods: Evolutionary, Developmental, and Cultural Perspectives.Transaction Publishers. Holt, J. (2009). How Children Learn. Da Capo Press. Jackman, M. (2011).Early Education Curriculum: A Childs Connection to the World.Cengage Learning. Karen, W.A. (2010). Teaching Movement Education.Human Kinetics. Keenan, T., Evans, S., Crowley, K. (2016). An Introduction to Child Development.SAGE. Meggitt, C. (2006). Child Development: An Illustrated Guide.Heinemann. Nabuzoka, D. Empson, J. (2009).Culture and Psychological Development. Palgrave Macmillan. Palisano, R.J., Campbell, S.K. Orlin, M. (2014).Physical Therapy for Children.Elsevier Health Sciences. Pica, R. (2008).Physical Education for Young Children: Movement ABCs for the Little Ones.Human Kinetics. Pica, R. (2009).Experiences in Music Movement: Birth to Age 8.Cengage Learning. Pica, R. (2012).Experiences in Movement and Music.Cengage Learning. Rogoff, B. (2003). The Cultural Nature of Human Development.Oxford University Press. Saracho, O.N. Spodek, B. (2013).Handbook of Research on the Education of Young Children.Routledge. Swim, T.J. Watson, L.D. (2010). Infants and Toddlers: Curriculum and Teaching.Cengage Learning. Thomas, K.T., Lee, A.M. Thomas, J.R. (2008).Physical Education Methods for Elementary Teachers.Human Kinetics. Willoughby, T. Wood, E. (2008).Children's Learning in a Digital World. John Wiley Sons.

Macbeth Themes Essays - Characters In Macbeth,

Macbeth: Themes Macbeth was written while when Scotland lacked a good Leader to defend it from a Norwasian invasion. During this dangerous situation, Macbeth stood out as the most commanding figure by defeating the rebel army. His thrill towards the witches' prophecies all confirmed his hopes of becoming the King and replacing King Duncan, who lacked the power and courage to save his country from this invasion. In this essay, I will discuss Macbeth during the many experiences that he had faced and come across and I will show how these experiences and pressures that he faced helped with the conclusion and theme of the play which yet has to be understood. The first signs that tell us of Macbeth's thoughts of becoming King were found when the King proclaimed his son, Malcolm, the heir to the Scottish throne, and Macbeth considered murder to overcome this obstacle that would prevent him from becoming the King. The prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires! Let not light see my black and deep desires. The eye wink at the hand; yet let that be, Which the eye fears, when it is done, to see. (Act 1:Scene 4:ln.55) When Lady Macbeth heard of her husband's success and read the letter, we almost immediately feel that a new source of power had appared in the drama. Her words reflected a great knowledge of her husband and her practical approach to problems as seen in the following two verses. Glacis thou art, and Cowdor, and shalt be What thou are promised. Yet do I fear thy nature. It is too full o' the milk of human kindness To catch the nearest way. Thou wouldst be great; Art not without ambition, but without The illness should attend it. What though wouldst highly, That wouldst though holily;wouldst not play false And yet wouldst wrongly win. Thou'ldst have, great Glacis That which cries"Thus though must do,"if though have it; And that which rather thou dost fear to do Than wishest should be undone. Hie thee hither, That I may pour my spirits in thine ear And chastise with the valor of my tongue All that impedes thee from the golden round Which fate and metaphysical aid doth seem To have thee crowned withal. (Act 1:Scene 5:ln.14 O, never Shall sun that morrow see! Your face, my thane, is a book where men May read strange matters. To beguile the time, Look like the time;bear welcome in your eye, Your hand, your tongue, look like the innocent flower, But be the serpent under't. He that's coming Must he provide for; and you shall put This night's great business into my dispatches, Which shall to all our nights and days to come, Give solely sovereign sway and masterdom. (Act 1:Scene 6:ln.68) Driven to murder King Duncan, Macbeth's conscience first appeared when he was not present to greet the King upon his arrival at the castle. This showed the lack of courage that Macbeth had to face his victim. If it were done when 'tis done, then 'twere well It were done quickly. If the assassination Could trammel up the consequence, and catch, With his surcease, success, that but this blow Might be the be-all and the end-all here, But here, upon this bank and shoal of time, We'ld jump the life to come. But in these cases We still have judgment here, that we but teach Bloody instructions, which being taught, return To plague the inventor.......................... (Act 1:Scene 7:ln 1) This verse stressed Macbeth's fears of punishment. He cleared out that he was prepared to suffer eternity if only this crime would go unpunished. He recognized certain obstacles in killing the King, the first and most important being was that the King was his guest. He also saw some dangers of committing the crime and understood it consequences well. When Macbeth tried to resist the temptation, his wife was the one that insisted on him to consent the murder. What beast was't then that made you brake this enterprise to me? When you drust do it, then you were a man; And to be more than what you were, you would Be so much more than man. Nor time nor place] Did then