Essay --

â€Å"Jack was safe from all shame or self consciousness, behind the mask of his paint† (Golding-125). In the book Lord Of The Flies, The symbols of the Conch, and Piggies Glasses represent order, logic, and civilisation within the microcosm of the island the kids are stuck on. But these two symbols, which are at first powerful motifs, are later on overruled by the evil within all of them. This evil is is triggered by the face paint they wear. What at first is a game turns into a type of camouflage cover, releasing the boys from all shame, allowing them to become savages. They are hidden from the values of society and give in to their state of nature selfs. I observed that in the beginning, the conch holds the ultimate power on the island. It dictates what has to be done, and allows Ralph to have control over the rest of kids simulating a mini society. This is displayed when Ralph is elected as chief: †Him with the shell." "Ralph! Ralph!" "Let him be chief with the trumpet thing† (Golding page___). This quote shows how the kids think that the power comes from the conch, and is a sign of protection, order, and leadership. The Conch also illustrates order because you must have the Conch to Speak in an assembly or meeting similar to the rules in class. This is shown when Ralph explains the rules of the group after being elected: †We can't have everybody talking at once. We'll have to have 'hands up' like at school." (Golding___). The â€Å"like at school† suggests the kids are trying to replicate society and keep order. In spite of this, the Conch starts to lose this power later on in the book. This can be seen when Jack dismisses the power of the conch: â€Å"Conch! Conch! We don’t need the conch any more. We know who ought to say things." (Go... ...of wisdom, he was set apart due to his glasses, and bullied. Ralph was a good leader, his power came from the conch and his broad, attractive appearance. The kids should have let it stay that way. But Jack came in, he introduced the face paint mask, releasing the beast within all of them, and causing them to all turn into savages, free of guilt. The symbols of order in the book are overpowered by human nature and the lack of authority. We learn that society is held together by symbols of power. The book teaches you that every human has the ability to be a savage and that evil is only controlled by the rules of society. Once rules are gone, anarchy breaks out and the evil or beast within us comes free. Civilised behaviour is fake, left on their own humans are violent. The world is a cruel place and that the only person you can really count on , and trust is yourself.

Observing a Math Lesson Essay

A standard in mathematics provides, at the very least, is a baseline or outline to loosely adhere to during the school year. They are at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The direction of the future of math standards is equally important. The NCTM is focusing on having every state adhere to the same standards. Traditional teaching and learning is now taking a backseat to an updated common-core driven era because the old ways are dated for the dynamic of today’s classroom. The big difference between a baseline and goal is the minimum requirement and the maximum success rate you are aiming for as a teacher. Just having standards in a classroom and pushing through each lesson to achieve the notion that you made it through each standard produce a sub-par learning experience. There should be goals, not just for getting through standards, but an actual standard of learning each standard. A certain percentage of students should be able to demonstrate a mediocre to high capability of quality work for each standard. Formative and summative assessments could be used to analyze when it is time to move to the next standard. The separation of standards by state requirements show a difference in in the challenge the standards uphold from state-to-state (GreatSchools). After the NCLB Act of 2002, states were held accountable for the test scores, and even more than scores, the progress of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is trying to find a happy medium for this. Forty-nine states now have adapted or at least begin implementing the new subject matter standards in mathematics (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and low learners. Classrooms incorporate such a vast and diverse dynamic that not only includes a plethora of students that require differentiated lessons, but also consist of students who learn in all seven styles (Burton, 2010).  Being able to transcend information above just delivering it to each student can prove to be challenging. The goal would be to not just deliver, but have students receive, comprehend and apply. Constructivist style teaching and learning offers a gateway to the success of this. Students understand even subconsciously how they learn. Taking an active role in their own learning and mathematical discovery is key to their lifetime learning journey. Peer problem solving, dynamic small group teaching and think pair share offer an engaging premise for this learner’s accountability (Burton, 2010). This however does not mean every aspect of teaching from previous generations is lost. If it is not broke, don’t fix it applies to anything that was successful from all previous teaching methods throughout time. Traditional teaching methods are ideal for basic levels of learning. This is evident when basic information needs to be construed to the students. How to do addition and subtraction type concepts do not require constructivist style learning. Both styles of teaching provide huge upside but also are handcuffed by cons if used exclusively in the class. Constructivist math programs leave low-achieving students behind. Traditional programs may be tedious to high-achieving students (McDonell, 2008). A combination of both should be used for the greatest success. Lesson The objectives of the lesson I observed was to establish two different ways to find the area of triangles. This lesson was used as a base for eventually teaching composite figures and finding not only the area of them, but also the volume. The lessons incorporated problem solving and word problems, heightening the effectiveness of the lesson. The teacher placed the students in group settings. Within each group, students were given two separate problems. After the completion of each problem they discussed how the performed the work and came to find the answer. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the process categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014). Measurements Grades 6–8 Expectations: In grades 6–8 all students should– understand both metric and customary systems of measurement; understand relationships among units and convert from one unit to another within the same system; understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. Process Standards Problem Solving Instructional programs from prekindergarten through grade 12 should enable all students to— Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Reasoning and Proof Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize reasoning and proof as fundamental aspects of mathematics Make and investigate mathematical conjectures Develop and evaluate mathematical arguments and proofs Select and use various types of reasoning and methods of proof Communication Instructional programs from prekindergarten through grade 12 should enable all students to— Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely. Connections Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation Instructional programs from prekindergarten through grade 12 should enable  all students to— Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena Standards in mathematics are important because it allows maximum learning. Being able to produce a lesson and then compare the standards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added increase learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, whole brain teaching and modeling methods were used for the first half of the lesson. Demonstration effective learning is important in this particular class because the c lass includes students who fundamentally have problems with simple multiplication even though it is 6th grade. Because of this, she also has to differentiate her instruction. This was done by not only making appropriate group dynamics but also giving low students’ multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area. The school is low economic status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for interactive websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own cut out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed quite a few triangular shapes in her class to include an awesome Avengers kite. Assessments of the lesson included exit cards for that day  and when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, making the overall lesson an absolute success. Other than allowing students free reign at the end I wou ld not change anything about this lesson. This will be yet another lesson I steal and use for my own classroom. Resources Burton, M. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years. YC: Young Children, 65(6), 92-96. Ferrini-Mundy, J. (2000). Principles and standards for school mathematics: A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http://www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools Staff (n.d.). State standardized test scores: Issues to consider. Retrieved from http://www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider.gs Lee Yuen, L. (2010). The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator, 19(2), 10-21. McDonell, J. (2008). Constructivist versus traditional math programs: How do we best meet the educational needs of our students?. (Master’s thesis, Carroll University). Retrieved from http://content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved from http://www.nctm.org/standards/content.aspx?id=4294967312 Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding: Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching Review, 18(2), 59-67.

William Shakespeare Is Highly Regarded For His Literary

William Shakespeare is highly regarded for his literary works and one of the greatest studied authors in literature. However, there is hardly any record of Shakespeare’s childhood, other than he was born around the time of his baptism that took place on April 26th, 1564, and attended Stratford grammar school, where he studied classical writings and Latin. Though we know very little about his education or what prompted his writings, we do know that around the year 1594 Shakespeare was a member of the Lord Chamberlain’s company of players, (called the King’s Men after the coronation of James I), as a successful playwright. Throughout Shakespeare’s career, he wrote several plays in the genre of history, comedy, tragedy and romance, and†¦show more content†¦Each of these villains has their own character flaws and are morally offensive to a certain extent. In order to determine the vilest character of King Lear, we can analysis the malice a characterâ €™s actions have on the other characters. Edmund, in particular, shows the most cruelty throughout the play. His pernicious behavior affects everyone in the play either directly or indirectly in his nefarious attempt to take over the kingdom. In the first act, second scene Edmund’s intentions are obvious. He does not hide the fact that he is resentful toward his father and society for their contempt of his bastard status. This only fuels Edmund’s anger, and sets his plans into motion: Edmund: A credulous father and a brother noble, Whose nature is so far from doing harms That he suspects none; on whose foolish honesty My practices ride easy. I see the business. Let me, if not by birth, have lands by wit. All with me’s meet that I can fashion fit. (1.2.166-71) Edmund deceitfully plans to disinherit his brother Edgar and overthrow his father to take what he believes is rightly his. 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