What Really Counts :: essays research papers

Some stories start out slowly. Some start quickly. Some, unfortunately never start at all. It was the latter that was slowly becoming the bane – or, as he saw it, the description -- of Morgan Dubois’ existence. Granted, his story was slow in forming not because of lack of effort or desire on his own part, but fizzled time and time again due to an enormous lack of cooperation from the outside world. The outside world, of course, being girls. Standing a modest six feet, two inches in height and tipping the scales at one hundred and eighty-five pounds, Morgan Debois wasn’t that demanding of attention, and his brown hair and hazel eyes – maddeningly typical, in his eyes -- did nothing to change that, much to his chagrin. Though not unattractive, Morgan never fancied himself good-looking, and though he wasn’t a heartthrob, girls never seemed to notice him, either. Unlike many other teenage boys, though, he found little solace on the athletic fields or courts of the high school scene. He wasn’t gifted in any real sense of the word, he thought. Made and played on the basketball team but never started, and with a few minor exceptions and headlines from a sectional championship relief pitching performance his junior year, the same went for football and baseball. Even Morgan himself didn’t take much from his athletic prowess, if one could call it that; when you’re a kid of above-average h eight in a school population numbering barely 170 – if all the Jarrett kids were there, the running joke was – you damn sure better play something, or you’re a queer. You were weak. Though he’d willingly concede the fact that he was nondescript and perhaps all but invisible to the girls he fancied, Morgan Dubois was no queer. He wasn’t weak. And though the thought never crossed his mind, for fear of the attention he sometimes so desperately craved, Morgan Dubois damn sure wouldn’t tolerate you thinking he was. And that declaration, though unmade as of yet, is where Morgan’s story, and ours, truly begins. I’ve got to tell you, I saw it coming. *** Solly Jarrett, on the other hand, was. He was weak. And he’d be the first one to admit it. The youngest – by six minutes; his twin sister Holly nearly edged him out for the honors – of eight children, Solly was raised in a household that had seen enough achievements, both scholastic and athletic, that he wasn’t going to get much more than a ‘good luck’ from Mom or Dad whenever he got dropped off at school or the baseball field.

Traditional Education

Traditional education From Wikipedia, the free encyclopedia Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-expression. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning.However, many parents and conservative citizens are concerned with the maintenance of objective educational standards based on testing, which favors a more traditional approach. Depending on the context, the opposite of traditional education may be progressive education, modern education (the education approaches based on developmental psychology), or alternative e ducation. [1] Contents * 1 Definition * 2 Instruction Centre * 3 Marking * 4 Subject Areas * 5 Criticism of the concept of teaching in traditional education| DefinitionThe definition of traditional education varies greatly with geography and by historical period. The chief business of traditional education is to transmit to a next generation those skills, facts, and standards of moral and social conduct that adults deem to be necessary for the next generation's material and social success. [2] As beneficiaries of this scheme, which educational progressivist John Dewey described as being â€Å"imposed from above and from outside†, the students are expected to docilely and obediently receive and believe these fixed answers.Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced. [2] Historically, the primary educational technique of traditional education was simple oral recitation:[1] In a typical approach, students sat quietly at their places and listened to one student after another recite his or her lesson, until each had been called upon. The teacher's primary activity was assigning and listening to these recitations; students studied and memorized the assignments at home. A test r oral examination might be given at the end of a unit, and the process, which was called â€Å"assignment-study-recitation-test†, was repeated. In addition to its overemphasis on verbal answers, reliance on rote memorization (memorization with no effort at understanding the meaning), and disconnected, unrelated assignments, it was also an extremely inefficient use of students' and teachers' time. This traditional approach also insisted that all students be taught the same materials at the same point; students that did not learn quickly enough failed, rather than being allowed to succeed at their natural speeds.This approach, which had been imported from Europe, dominated American education until the end of the 19th century, when the education reform movement imported progressive education techniques from Europe. [1] Traditional education is associated with much stronger elements of coercion than seems acceptable now in most cultures. [citation needed] It has sometimes included: the use of corporal punishment to maintain classroom discipline or punish errors; inculcating the dominant religion and language; separating students according to gender, race, and social class, as well as teaching different subjects to girls and boys.In terms of curriculum there was and still is a high level of attention paid to time-honoured academic knowledge. In the present it varies enormously from culture to culture, but still tends to be characterised by a much higher level of coercion than alternative education. Traditional schooling in Britain and its possessions and former colonies tends to follow the English Public School style of strictly enforced uniforms and a militaristic style of discipline. This ca n be contrasted with South African, USA and Australian schools, which can have a much higher tolerance for spontaneous student-to-teacher communication. citation needed] Instruction Centre | | Topic| Traditional approach| Alternate approaches| Person| Teacher-centred instruction: * Educational essentialism * Educational perennialism| Student-centred instruction: * Educational progressivism| Classroom| Students matched by age, and possibly also by ability. All students in a classroom are taught the same material. | Students dynamically grouped by interest or ability for each project or subject, with the possibility of different groups each hour of the day.Multi-age classrooms or open classrooms. [3]| Teaching methods| Traditional education emphasizes: * Direct instruction and lectures * Seatwork * Students learn through listening and observation[4]| Progressive education emphasizes: * Hands-on activities * Student-led discovery * Group activities| Materials| Instruction based on text books, lectures, and individual written assignments| Project-based instruction using any available resource including Internet, library and outside experts| Subjects| Individual, independent subjects.Little connection between topics[3]| Integrated, interdisciplinary subjects or theme-based units, such as reading a story about cooking a meal and calculating the cost of the food. | Social aspects| Little or no attention to social development. [3] Focus on independent learning. Socializing largely discouraged except for extracurricular activities and teamwork-based projects. | Significant attention to social development, including teamwork, interpersonal relationships, and self-awareness. | Multiple tracks| * A single, unified curriculum for all students, regardless of ability or interest. Diverse class offerings without tracking, so that students receive a custom-tailored education. * With School to work, academically weak students must take some advanced classes, while the college bo und may have to spend half-days job shadowing at local businesses. | Students choose (or are steered towards) different kinds of classes according to their perceived abilities or career plans. Decisions made early in education may preclude changes later, as a student on a vo-tech track may not have completed necessary prerequisite classes to switch to a university-preparation program. Student and teacher relationship| Students often address teachers formally by their last names. The teacher is considered a respected role model in the community. Students should obey the teacher. Proper behavior for the university or professional work community is emphasized. | In alternative schools, students may be allowed to call teachers by their first names. Students and teachers may work together as collaborators. | Marking Topic| Traditional approach| Alternate approaches| Communicating with parents| A few numbers, letters, or words are used to summarize overall achievement in each class.Marks may be assigned according to objective individual performance (usually the number of correct answers) or compared to other students (best students get the best grades, worst students get poor grades). A passing grade may or may not signify mastery: a failing student may know the material but not complete homework assignments, and a passing student may turn in all homework but still not understand the material. | Many possible forms of communicating achievements: * Teachers may be required to write personalized narrative evaluations about student achievement and abilities. Under standards-based education, a government agency may require all students to pass a test; students who fail to perform adequately on the test may not be promoted. | Expectations| Students will graduate with different grades. Some students will fail due to poor performance based on a lack of understanding or incomplete assignments. | All students need to achieve a basic level of education, even if this means spe nding extra years in school. | Grade inflation/deflation| Achievement based on performance compared to a reasonably stable, probably informal standard which is highly similar to what previous students experienced. The value of any given mark is often hard to standardize in alternative grading schemes. Comparison of students in different classes may be difficult or impossible. | Subject Areas Topic| Traditional approach| Alternate approaches| Mathematics| Traditional mathematics: * Emphasis is on memorization of basic facts such as the multiplication table and mastering step-by-step arithmetic algorithms by studying examples and much practice. * One correct answer is sought, using one â€Å"standard† method. * Mathematics after elementary grades is tracked with different students covering different levels of material. Mathematics is taught as its own discipline without emphasis on social, political or global issues. There may be some emphasis on practical applications in scien ce and technology. | * Curriculum de-emphasizes procedural knowledge drills in favor of technology (calculators, computers) and an emphasis on conceptual understanding. * Lessons may include more exploratory material supportive of conceptual understanding, rather than direct presentation of facts and methods. * Emphasis may be on practical applications and greater issues such as the environment, gender and racial diversity, and social justice. Mathematics lessons may include writing, drawing, games, and instruction with manipulatives rather than filling out worksheets. [5] * Lessons may include exploration of concepts allowing students to invent their own procedures before teaching standard algorithms. * Grading may be based on demonstration of conceptual understanding rather than entirely on whether the final answer is correct. * In some countries (e. g. the United States), there may be expectations of high achievement and mastering algebra for all students rather than tracking som e students into business math and others into mathematics for math and science careers. Science| Fact-based science: Science class is an opportunity to transmit concrete knowledge and specific vocabulary from the teacher (or textbook) to the students. Students focus on memorizing what they are told. â€Å"Experiments† follow cookbook-style procedures to produce the expected results. | With Inquiry-based Science a student might be asked to devise an experiment to demonstrate that the earth orbits the sun. The emphasis changes from memorizing information that was learned through a scientific method to actually using the scientific method of discovery. Language learning| Phonics: The focus is on explicit training in sound to letter correspondence rules and the mechanics of decoding individual words. Students initially focus on phonics subskills and reading simplified decodable texts. When they have mastered a sufficient number of rules, they are allowed to read freely and extens ively. (In many languages, such as French, Spanish and Greek, phonics is taught in the context of reading simple open syllables. )| With whole language the child is exposed to rich, relevant language that can heighten motivation to read.Learning to read is assumed to be as natural as learning to speak, so students are not formally taught sound to letter correspondences, but assumed to infer them on their own. (Note that this issue is limited to languages such as English and French with complex phonetics and spelling rules. Instruction in countries with languages such as Spanish and Greek, which have relatively simple phonetic spelling, still depends mainly on phonics. )| Criticism of the concept of teaching in traditional education Traditional education focuses on teaching, not learning.It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned wi thout it being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Critics argue that most of what is taught in classroom settings is forgotten, and much of what is remembered is irrelevant.

Essay on The History Behind Shakespeares Julius Caesar

Rome has been a republic since 509 B.C. This republic had replaced a monarchy. For this reason Caesar had been murdered; he was thought to have become too powerful. He was pushing for a dictatorship. Some members of the senate had stepped in and prevented his absolute power. This is just one of the reasons why Caesar would not be the best ruler of Rome; he had been too power-hungry. Antony had been just as bad as Caesar. He was his right-hand man and knew what Caesar had been up to at all times. When Caesar had died, he knew the first thing he would do if he was spared. Antony would get revenge. Rome now needs a ruler, and between Julius Caesar, Marc Antony, and Marcus Brutus, there is only one choice. Rome would be best off†¦show more content†¦Brutus describes Caesar with this quote: â€Å"But he was ambitious† (III, ii, 21). Also, Caesar accepts bribes in another quote by Brutus â€Å"But for supporting robbers, shall we now contaminate our fingers wit h base bribes, and sell the mighty space of our large honors for so much trash as may be graspà ©d thus† (IV, iii, 23-26). Caesar also thinks of himself as â€Å"immortal† (I, ii, 60), described here by Cassius, even if sarcastically. One that is power-hungry, short-tempered (even if by disease), thinks he is indomitable, and ambitious does not qualify for a good leader in a republic. Marcus Antonius is Caesar’s second in command. Everything that Caesar knows, Antony probably knows as well. He may only be Caesar’s â€Å"arm† in the scheme of things, but once the head is chopped off, he takes full advantage and replaces the head. He easily and quickly convinces the people of Rome to be against Brutus and the conspirators (III, ii, 63-185). Antony had promised not to speak badly of the conspirators earlier, but once Brutus lets him speak alone, he quickly makes his point clear with the crowd. This sneakiness and deceit are just a few reasons why Marc Antony would not make a good ruler of Rome. Also, he is familiar with Caesar and his ways, and he could become the next Caesar. This is the main reason why Antony would not be Rome’s best ruler. Marcus Brutus, as described by Antony, â€Å"was the noblestShow MoreRelatedJulius Caesar : Political Propaganda1120 Words   |  5 PagesCaleb Holman Miss Tanner British Literature 1 21 November 2014 Julius Caesar Used as Political Propaganda William Shakespeare was born in 1564, only a little while after the start of Queen Elizabeth I’s reign. As such he lived in a time of civil unrest later in his life because of the ruler being a woman, being childless and not naming an heir to the throne. 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