Essay --

Imagine: boy meets girl, they fall in love, they marry, they die out of passion for each other. Now imagine this happening over the course of three days. Does the love they shared appear as true as before? Romeo and Juliet is known as one of the most romantic story ever written, though the Prince could not have said it any better, â€Å"For never was a story of more woe / than this of Juliet and her Romeo† (5.3.320-321). It's almost ironic how Shakespeare's play is often thought of as a story of true love, and not as a tale of two immature youth who believe they hold more than simply infatuation. Shakespeare shows that the love shared by Romeo and Juliet is nothing more than naà ¯ve attraction. For instance, (cut here?) Romeo is depressed about being â€Å"out of love† meaning the attraction he feels is not mutual, but he instantly forgets about his lovesickness, and the one he was in love with, when he locks eyes with another girl. This means that he never actually h ad true love to begin with as he first thought. There are characters in this story of immature love who recognize the inconsistency of Romeo's love and that Romeo’s feelings are nothing more than sexual attraction. (NOTE: FIX THESIS!) When Romeo is first introduced, he is depressed about being â€Å"out of love† because Rosaline, the girl he is supposedly in love with, does not return his affections. In Benvolio's attempts to persuade Romeo to forget her and find other women at the Capulet's party, Romeo angrily yells, â€Å"One fairer than my love? The all-seeing sun / Ne’er saw her match since first the world begun† (1.2.98-100). He says that no one could possibly match the beauty of Rosaline. Romeo believes he knows love, but really, he wants love. He is in love with the idea of being... ...m a true love. Even Juliet was ignorant enough to say â€Å"That ‘banishà ¨d,’ that one word ‘banishà ¨d’ / Hath slain ten thousand Tybalts† (3.2.124-125) after Romeo had killed Tybalt and was banished for it. She is stating that banishment is worse than the murder of ten thousand Tybalts. Though, who is to say what true love is and how long it takes to develop? Romeo and Juliet could in fact be in love, but it cannot be denied that they are going about it in an immature way. Romeo believed he had found eternal love with Rosaline, but one look at Juliet and he forget about his lovesickness and then decided Juliet was his true love. This inconsistency was seen by other characters such as Mercutio and Friar Laurence, who say that Romeo’s feelings were merely infatuation and not love as he had said they were, showing that Juliet is a replacement Rosaline. (NOTE: FIX CONCLUSION!)

Math for Elementary Teachers Essay

Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction. The first two weeks of this course, the main concepts that were explored was data analysis and probability. When learning about data analysis, A Problem Solving Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that different ways data can be presented; bar graphs, circle graphs, line graphs, or scatter plots. Probability taught theorem and tree diagrams/geometry probabilities. Both of these mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. The mathematical concepts covered during week three and four was Introduction to Geometry. During these two weeks, the concepts of geometry that were covered were; angles, basic notation, geometry in three dimensions, and polygons. These mathematical concepts of geometry were covered throughout chapter 11. Mathematical concepts covered during week five and six was Applications of Geometry. During these two weeks, the main concepts of application of geometry that were taught were rotational symmetry, lines of symmetry, similar triangles, similar igures, lines and linear equations, tessellation patterns, translations, rotations, reflections, and glide reflections. These mathematical concepts of Applications of Geometry were covered throughout chapters 12 and 14. Mathematical concepts covered during week seven and eight was Applications of Measurement. During these two weeks, the main concepts of application of measurement that were covered were; areas of polygons and circles, distance formula, equation of a circle, linear measure, mass, Pythagorean theorem, surface areas, temperature, and volume. These mathematical concepts of Applications of Measurement were covered throughout chapter 13. The concepts learned throughout this course are relevant to the characteristics of a professional mathematics teacher based off of the National Council of Teachers of Mathematics (NCTM) Standards. Based off the lessons for Data Analysis and Probability, Introduction to Geometry, Applications of Geometry, and Applications of Measurement in this course and under the NCTM standards the curriculum meets the expectations that the National Council required professional mathematic teachers to have. The curriculum of Data Analysis and Probability in this course meets NCTM standards and expectations by represent data using concrete objects, pictures, and graphs, collect data using observations, surveys, and experiments, represent data using tables and graphs such as a line plots, bar graphs, and line graphs, describe parts of the data and the set of data as a whole to determine what the data show, and describe the shape and important features of a set of data and compare related data sets (The National Council of Teachers of Mathematics, 2012). The curriculum for Introduction to Geometry and Applications of Geometry in this course meets NCTM standards and expectation by recognize, name, build, draw, compare, and sort two-and-three dimensional shapes, find the distance between points along horizontal and vertical lines of a coordinate system, and predict and describe the results of sliding, flipping, and turning two-dimensional shapes (The National Council of Teachers of Mathematics, 2012). The curriculum for Applications of Measurement in this course meets NCTM standards and expectation by recognize the attributes of length, volume, weight, area and time, understand the need for measuring with standard units, develop strategies for estimating the perimeters, areas, and volumes of irregular shapes, and develop strategies to determine the surface areas and volumes of rectangular solids (The National Council of Teachers of Mathematics, 2012). When starting the first part of Math for Elementary Teachers, the idea that I had in mind was that these two courses were going to be about learning the basic mathematical concepts, counting, adding, subtracting, and learning shapes. However, now that I have completed the first part of Math for Elementary Teachers and am getting ready to the last week of the second part, my ideas and philosophy about teaching elementary students mathematical concepts changed. Teaching elementary children about Data Analysis and Probability, Geometry, and Applications of Measurement can become overwhelming for young children because these are concepts that they gave never learned about. Elementary children are used to understanding the basic mathematical concepts. I believe that when it is time to start learning about other mathematical concepts it is important to make learning fun for the younger children. I will stand my philosophy of adjusting the lesson plans to create fun hands on activities that will help my students learn and remember all the different mathematical concepts. I also believe that it is important to go that extra mile to provide students with the best mathematical education there is and by getting the parents involved to help students at home by suggesting different websites or by sending home activity books. I can honestly say, that the recommended changes to the practice of mathematics that have been instruction based off my experiences in both Mat for Elementary Teachers I and Math for Elementary Teachers II is that these two courses should be longer than nine weeks long. There is so much information that needs to be learned, and for a lot of students that are taking these courses it has been many years since they have learned these concepts. Another issue that I was not pleased with was at the start of this course having to take MyMathLab Orientation again. With these being a two part class and having to use MyMathLab during the first part of this course, it seemed pointless having to do another orientation for MyMathLab, but then again m most students should know how to use MyMathLab seeing as thy have other courses that require them to use MyMathLab. In total with the entire math course that are required for an Associate degree in Elementary Education 36 weeks is spent using MyMathLab.

Essay on Great Expectations - The Growth of Pip in Society

Great Expectations - The Growth of Pip in Society When Joe visits Pip in London, he stays with him at Mr. Jaggers house. Pip says that he had little objection to his being seen by Herbert or his father, but he had the sharpest sensitiveness to his being seen by Drummle (218). This shows that after time had past without Joe, Pip has become self conscious of him and does not want his friends to meet him, afraid that they might think less of him. Since Pip has made such good friends with everyone in his quest to becoming a gentleman, he is afraid of what they might think of him after meeting Joe. After Herbert leaves for the city, Pip gives Joe lessons on good manners and how to act properly around gentlemen so Joe would†¦show more content†¦Joe by asking questions about the world around him: People are put in the Hulks because they murder, and because they rob and forge and do all sorts of bad: and they always begin by asking questions (12). Since Pip was not allowed to do numerous things, he became a secluded person for most of his childhood and early teens. The first time that Pip actually got to have any kind of a social life was when he went to London to become a gentleman. Even though Mrs. Joe did not like the idea, Pip still went in order to follow his dreams. In addition to getting in trouble for activities that his sister did not approve of, Pip was also forced into going to Miss Havishams to play whether he wanted to or not: She wants the boy to go and play there. And of course he is going. And he had better play there or Ill work him (50). In the end Mrs. Joes temper proves her own undoing. Since she treated Orlick so mean, he one day attacks her, paralyzing her limbs and affecting her speech. Thereafter her temper was greatly improved, and she was patient (122) until the time of her death. In the second stage of the novel, Pip develops a close relationship with Herbert Pocket, Pips partner at his new job in London. Pip and Herbert first met at Miss Havishams house, where Herbert launches into a fist fight with the unwilling but stronger Pip. When Pip arrives in London, he is surprised to discover that the person with whom he is staying isShow MoreRelatedCharles Dickens Great Expectations: End Analysis1039 Words   |  4 Pagesin literature is embedded in the way the narrative ends. In the case of Great Expectations, Charles Dickens ultimately selected the ending in which Pip and Estella are reunited, leaving open the precise way their newfound emotional intimacy will develop. This is the most logical, as well as most satisfying, ending for the story because it meets all of the aforementioned criteria: including textual and thematic consistency. 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