Definition and Examples of Nicknames

Definition and Examples of Nicknames A nickname is a familiar form of a proper name (of a person or place), or any descriptive name or epithet used informally. Also known as a  sobriquet or prosonomasia. EtymologyFrom the Old English, extra name Examples and Observations Rhymes, contractions, verbal analogs and suffix additions seem to be the commonest ways of forming a nickname by internal methods: Colley yields Dolly, Patricia goes to Trish and Ramow to Cow.(Jane Morgan et al., Nicknames: Their Origins and Social Consequences. Routledge, 1979)Nicknames are often descriptive, even if allusively so, though . . . they can be based on a persons forename or surname. They may replace an original name or be used in addition to it. The latter type of nickname is familiar with royal names, e.g., Alexander the Great, Ivan the Terrible, William the Conqueror. For such names, the formula with the is common, but the nickname may appear without it.(Adrian Room, An Alphabetical Guide to the Language of Name Studies. Scarecrow Press, 1996)Teachers NicknamesGiving teachers nicknames is a way of weakening their terrible authority, probably. . . . My friends and I had teachers and coaches we called Flipper (real last name, Flappan), Stublet (not very tall), Stank (hy giene problems), Bat (short for Wombat; real name, Wambold), Dawg (short for Schoondog; real name, Schoonover), Papa Joe (longtime gym teacher), Easy Ed (beloved basketball coach), Myhoo (real last name, Mayhew), Woodchuck (real first name, Charles). There was a Latin teacher whose real last name was Wucker, an unfairly easy target; we called him Ed (his first name), Tony (what his wife called him), or Wuck.(David Owen, Call Me Loyd. The New Yorker. Feb. 11 18, 2008) The Range of Nicknames[P]laces (The Big AppleNew York), sports teams (GunnersArsenal), newspapers (The ThundererThe Times), and musical works (EroicaBeethovens third symphony) illustrate the range of entities that have been nicknamed.(David Crystal, Words, Words, Words. Oxford University Press, 2006)Ekename: The Origin of the WordA nickname is not, as one might at first suppose, a name that has been stolen or nicked from somewhere else; it is, literally, an additional name. The current form of the word, with the element as nick-, is in fact a corruption of the earlier form eke-name (with the first element as eke-). . . .An eke-name, then, is orginally an additional name: your real name is eked out by having another name added to it, and in time this ekename may become a substitute for the original. But how did ekename become nickname? . . . . When the words were written down in the Middle Ages by people who had never seen them in writing, the n evidently got detached from the an and attached to the eke, giving us a nekename; and when the vowel sound in eke is subsequently shortened through fast or lazy pronunciation, we end up with todays form, nickname.(Tom Burton, Long Words Bother Me. Sutton, 2004) ProsonomasiaProsonomasia defines a person or thing by some characteristic: the Conqueror (William I of England); the dismal science (political economy); the king of beasts (the lion); the Father of Lies (Satan): the great unwashed (the populace); the Iron Duke (Wellington); the Jolly Roger (pirate flag); the Knight of the Rueful Countenance (Don Quixote); and so on.(Willard R. Espy, The Garden of Eloquence: A Rhetorical Bestiary. Harper Row, 1983)George Carlin on the Lighter Side of NicknamesI cant understand a grown man whose nickname is Fuzzy and who actually allows people to call him that. Do these guys really introduce themselves that way? Hi, Im Fuzzy. If some guy said that to me, I would say to him, Well, you dont look very fuzzy to me.(George Carlin, When Will Jesus Bring the Pork Chops? Hyperion, 2004)Nicknames in Monty Pythons Flying CircusInterviewer: Last week the Royal Festival Hall saw the first performance of a new symphony by one of the worlds leading modern composers , Arthur Two Sheds Jackson. Mr Jackson.Jackson: Good evening.Interviewer: May I just sidetrack you for one moment. Mr. Jackson, this, what shall I call it, nickname of yours.Jackson: Oh yes.Interviewer: Two sheds. How did you come by it?Jackson: Well, I dont use it myself. Its just a few of my friends call me Two Sheds.Interviewer: I see, and do you in fact have two sheds?Jackson: No. No, Ive only one shed. Ive had one for some time, but a few years ago I said I was thinking of getting another one, and since then some people have called me Two Sheds.Interviewer: In spite of the fact that you have only one.Jackson: Yes.Interviewer: I see, and are you thinking of purchasing a second shed?Jackson: No.Interviewer: To bring you in line with your epithet?Jackson: No.(Eric Idle and Terry Jones in episode one of Monty Pythons Flying Circus, 1969)

Whats an Excellent ACT Score

What's an Excellent ACT Score SAT / ACT Prep Online Guides and Tips This article would be a pretty short one if there were a singleanswer to the question of what qualifies as an excellent ACT score. Like most things in life, however, what you might consider an excellent score depends on your perspective. In this post, I’ll talk about different ways to understand what counts as excellent test performance. I’ll start off with excellent scores in relation to the general population before discussing more nuanced comparisons: what does it mean to have an excellent score when considering your peer group performance, your target schools, and your own strengths and weaknesses? A Note Before We Get Started: Percentiles Percentiles are the best mathematical way to understand score performance because they help us understand how people perform in relation to each other. Before I talk about excellent ACT scores, I'll give you a (brief) crash course in percentile scores. First, percentile scores are different from percent scores. A percent score tells you what portion of anexam you got correct, whereas percentile score tells you how you did on the exam compared to everyone else who took it. For example,a percent score of 60% means got 60% of the questions right, whereas a percentile score of 60% means you scored better than 60% of the students who took the exam. Percentile scores are more meaningful than percentages when we talk about ACT scores because what’s important is how you score when compared to other students. For example,if you take a difficult test in a large class and only receive a 70%, you might assume you scored poorly. But if everyone else in your class scored lower than a 70%,you would have a 99th percentile score. This information would significantly change the perception of your performance. Now that you have an understanding of percentiles, we can start talking about what it means to have an excellent ACT score. Excellent ACT Scores for the General US Population We're starting with a big crowd and working our way down. It’s hard to get a handle on what ACT scores actually mean without some good, general info about population performance. Who can make intuitive sense out of an exam score without some contextual information? First, you should know that the ACT is scored out of 36 points. The lowest possible composite score is 1.The average national composite score is 21 points. The top 25% of scorers - people with 75th-99th percentile scores- get composite ACT scores of 24 and above. Thebottom 25% of test-takersget composite scores of 16 and below. You may very well have your own ideas about what a reasonable â€Å"excellent score† cutoff should be. For the general population, scores of 24 and above (so, scores that are higher than those of 75% of the population) could reasonably be considered excellent. Here are some other important percentile cutoffs and the corresponding ACT scores for quick reference: 10th percentile composite scores →13-14 25th percentile composite scores→16-17 50th percentile composite scores→21 75th percentile composite scores→24 90th percentile composite scores→28 Excellent ACT Scores for Your Peer Group To get a more nuanced understanding of what an excellent ACT score is, the next step would be to consider the scores of your peers- namely, people in the same geographical area or at the same high school. We’re narrowing down the comparison group here from the entire nation to people who are more similar to you in terms of educational background and opportunities.Here’s how to figure out how to get information on what your peers are scoring: Aggregated High School Information - A school report with ACT score informationshould give you an idea of how your peers tend to score. If you live in a mandatory testing state, you may be able to find this information just by googling "[Your High School Name] ACT score report." If you don’t know where to get this info or if it’s just not available, check in with your guidance counselor to see if shehas insighton the typical ACT score range for your high school. Classmate Information or Word of Mouth - Ifyou can’t get solidinformation on general school performance, you may just want to ask around to see how your peers tend to score. This is a delicate topic, so be respectful and don’t push the subject if someone’s uncomfortable discussing it. Ifyou want a more competitive score range, check in with honor students- they tend to score higher on the ACTs. Once you get information on general school or peerperformance: Consider whether this score distribution matches up with the national average, or if it's higher/lower than expected. If your school/classmates scores are higher/lower than the national average, you can use this info to adjust parametersand expectationsfor your own scores. For example,if most of your peers are scoring above average (21), you might have to score above the national 75th percentile (24) to stand out as â€Å"excellent† among your peers. Excellent ACT Scores for Your Target Colleges We're narrowing in on what's important: excellent ACT scores for the schools you have in your sights. Your ACT score doesn’t have to be perfect (or even necessarily excellent) for you to get into your target schools. They just have to be good enough to get you accepted- after that, they really don’t matter too much.If you have a list of target schools, you can easily figure out what would constitute an excellent ACT score for each particular school. Here’s how to do it: Google â€Å"[name of school] PrepScholar admissions requirements.† On the admissions page, look for the 25th and 75th percentile ACT scores. This will give you an idea of what â€Å"low† (25th percentile) and â€Å"excellent† (75th percentile) ACT scores are for students who attend that particular college. If you want an excellent ACT score for a particular college, aim for that 75thpercentile score. Now, there's some flexibility with this - keep in mind that 75% of students at any college are accepted with scores lower than the 75th percentile cutoff. If your ACT is in the top 25% of scores for schools that you’re considering, you may want to consider applying to some more competitive schools. Schools with higher average ACT scorestend to have more ambitiousstudents and more challenging courses. A high-ranking school also sends a better signal to grad schools and employers. Ultimately, it's a good strategy to apply to several target, reach, and safety schools- knowing schools' ACT score ranges will help you figure out which ones will best fit within this strategy. Excellent ACT Scores for Yourself This is perhaps the most important consideration with the most practical implications. Given your goals, strengths, and weaknesses, what’s considered an excellent ACT score for you personally? There are quite a few factors to take into account here: Whether you're a â€Å"good† test-taker or ananxious test-taker Your innate skill setfor each ACT section Your educational opportunities- some students may not have a strong background in all ACT content Your resources- some students may have access to prep courses, tutors, or extra help, whereas others may not It’s important to set a realistic but challenging goal in order to meet your full potential. If you set too low of a goal, you cheat yourself out of the opportunity to attend better colleges. If you settoo high of a goal, you may feel unnecessarilydemotivated and frustrated. So where do you begin figuring out what an excellent ACT score means for you? Here's how to do it: Get a baseline score. Take a practice test after familiarizing yourself with the ACT for about 10 hours of prep. You might consider this baseline your low score cutoff- after all, you did get this score with pretty minimal study time. Reach your own score potential. Know that whatever you scored on your baseline, there will be significant room for improvement with good prep. Many students reach a score max (an excellent personalscore) after about 40-80 hours of studying. This score maximum is generally 3-4 points higher than baseline, although it's definitely possible to increase your score more than that. How Do You Get an Excellent ACT Score? Now comes the real work: getting the scores that you want! There are three key components to earning an excellent score, however you define it: a solid timeline, a concrete goal, and a smart study plan. Timeline The amount of time you have to prep will directly affect your study timeline. Read our guide on how long you should study for the ACT. Goal Score Work towards a concrete goal after making a list of target, reach, and safety schools. Get instructions on how to set a goal score in our ACT score guide. Want a beyond-excellent ACT score? We have a guide for that too. Study Plan Now that you have a study timeline and goal score in place, you'll need a smart study plan. This plan will, of course, depend on when you're taking the test. Don't have a lot of time? Read our last-minute tipsand strategies, or our 10-day study plan. Have a bit more time on your hands? Read our study schedule for students who have one year or more to prepare. What's Next? If you're still deciding whether to take the SAT or the ACT, you might be wondering which one will get you the best scores. Read more about how to decide which test is the best fit for you. Looking for more info on the SAT? Read about what counts as anexcellent or bad SAT score. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Basic Change Strategies Research Paper Example | Topics and Well Written Essays - 1750 words

Basic Change Strategies - Research Paper Example Failing to understand these dynamics of change will lead to negative effects and could even lead to very adverse effects. Involving people will start by educating them about the change and the necessity of the change. Change agents will also have to be ready to buy people into the change process by showing them how the change will affect them positively and at the same time reassure them that they will not be victims in the change process. There is an inherent fear of change by all human beings (Shea, 2012). Experts on human behavior have tried to come up with a number of explanations about why human beings are fearful and resistant to change. One of the most common explanations is the argument that people are afraid of change because they are generally afraid of the unknown. Change always involves moving from a comfortable familiar environment to an unknown environment. This shift makes people be wary of change because they don’t know whether they will be as comfortable in their new environment as they are in the current environment. In the business world, the reason for fear of change is probably history bound. In almost any change process, some employees, especially in the lower ranks, have always been left to a disadvantage. For instance, during the computer revolution when businesses were changing from the manual information system to computerized information systems, many employees lost their jobs during the change process. This history of the change process has left many employees to be afraid of change because they feel they may be victimized. With this kind of understanding, it is crucial that people understand some extremely crucial factors to consider when implementing change. Failing to consider and to apply these factors will only lead to a disaster where change management is involved. These involve the following. Most of the reasons for resistance to change are caused by lack of  information. In the lack of information, people are left to imagine anything.

The Electronic Structure of Atoms Assignment Example | Topics and Well Written Essays - 500 words

The Electronic Structure of Atoms - Assignment Example According to this principle, electron are filled in shells of the atom that they get most stabilized. The electron are filled in increasing order of orbitals energy. Hund’s rule states that if orbitals of equal energy are available to electrons, then the electrons prefer to fill them in unpaired form before pairing. It gives maximum positive spin number to electrons. There are six electron in carbon. Two are present in 1s orbital, 2s contain two electron and there are two unpaired electrons in 2p orbital. The energy difference between 2s and 2p orbitals is small due to which one electron from 2s is shifted to third empty 2p orbital and then carbon makes four bonds in its compounds. The Pauli Exclusion Principle states that no two electron in an atom can have all same quantum number values. If there are two electron with same principle quantum number, azimuthal quantum and magnetic quantum number then they will have opposite spin quantum numbers. They will be paired with opposite spins. 4s is orbital is filled firstly. Because n+l value for 4s is 4=1=4, while for 3d, it is 3+2=5. Here n+l rule is followed according to which, orbitals with lower value of n+l are filled firstly and they are lower in

Outdoor Play and Learning | Analysis

Outdoor Play and Learning | Analysis Discuss with reference to curriculum documentation and relevant research literature the importance of effective provision and planning for outdoor play and exploration in UK early years settings. In this assignment I am going to look at why it is relevant for effective provision and planning for the outdoor environment in the early years in the UK. Outdoor play is a vital element of young childrens physical, social and emotional development. Play is a young childs activity for learning. Therefore making the most of outdoor play is essential, providing plenty of experiences in a varied manner for children, early years settings are in a unique position to offer these, fully integrated with the indoors. The four aspects of Birth to Three Matters Framework include examples of experiences that very young children should have both indoors and outdoors. Similarly, the curriculum guidance for the foundation stage includes many ideas for taking learning outside. All six areas of learning can be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage. The statutory framework for the Early Years Foundation stage: setting and standards for learning, development and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environment; ‘Wherever possible, there should be access to an outdoor play area and this is the expected norm for providers. ‘The indoor and outdoor environments (should be linked) so that children can move freely between them. ‘A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces. ‘Children must have opportunities play indoors and outdoors. All early year providers must have access to an outdoor play area which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location. ‘Being outdoors has a positive impact on childrens sense of well-being and helps all aspects of childrens development. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on within the outdoors and to cover the six early learning goals. The outdoors offers a unique environment, which is very different from the indoors. It offers space and freedom to try things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, finding insects, making a large scale construction/painting all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the childrens health and well-being are also being boosted. Outside children can run fast, shout and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is more open, less confided and the greater space; the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002). The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for childrens learning and development are; Friedrich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. â€Å"These four all held the view that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and cherished† (Curtis 1986. P.5).They all believed in a child centred approach and free-flow play. Young children are motivated and wish to learn, they dont have to be sat at a table quietly (Curtis 1986). Friedrich Froebel argued that play was a serious and significant activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use childrens play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the ‘timeless playthings of childhood in his curriculum. ‘Balls, boards, sand, clay, for example, have made up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however doesnt agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being ‘equal partners in play, as in conversation (Bruce 1991). Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of firsthand experience as the basis of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), ‘A good Curriculum is a good curriculum for all (in Bruce, 1987, Ch.9). Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted; ‘The best classroom and the richest cupboard is roofed by the sky. She put so much emphasis on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008). McMillan expanded on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that led to their greatest contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991). Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991). Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the childs freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge childrens minds (Bruner 1980; Sylva et al 1980). Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning. Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes ‘it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth. ‘Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930) Childrens entitlement to high quality outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and ‘Principles into Practice card 3.3: Enabling Environments- the Learning Environment). When children are denied adequate space they often feel desperately frustrated and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very ‘hyperactive is taken outside there that type of behaviour is accessible (Ouvry 2008). Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through domestic play and talk; they use reading and writing in their play because their brains are more developed for language at the three to five year old stage. The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998). The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008). Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the ‘purpose and value of outdoor play is not well understood'(Tovey. 2007). Many practitioners have an unconscious belief that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning. It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the childrens learning. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008). The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers. ‘The right of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UNICEF 1989). There are constraints and fears that limit childrens opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980). http://nationalstrategies.standards.dcsf.gov.uk/node/83976 http://www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htm http://nationalstrategies.standards.dcsf.gov.uk/node/151379 http://nationalstrategies.standards.dcsf.gov.uk/node/132681 http://www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

Act one of the crucible Essay

Most of the names shouted out may be random, but Abigail has a vengeance to settle. This is why Elizabeth Proctor is later called to trial. Act One doesn’t show Abigail shouting out Elizabeth Proctor’s name because it would ruin the climax when Elizabeth must go. It would make it far too obvious and the audience would be expecting it. Even though confusion runs high in this act, Miller manages to slip in a few important and easily understood facts, such as who has a grudge against who and why they bear that grudge. Some of the grudges are quite complex and are over complicated matters such as Abigail disliking Elizabeth Proctor. This grudge is quite complex because it is mixed up in the fact that Abigail is jealous of Elizabeth for being John Proctor’s wife. Others, such as Thomas Putnam’s grudge against Rebecca Nurse are quite simple. These grudges manage to affect justice later on in the play, because everybody is just out to settle a personal score. Act one is a good introduction to this. Each character adds the influence of their personality. They also bring forth their own piece of information to the story. Each character has a small, domestic story line which is eventually shown to give an extra insight into the story. Each character adds tension to the story line in the shape of what information and dramatical influence they have to give to the play. One other question is that of witchcraft. Did the girls actually do anything magic in the forest or were they just mucking around and pretending that what happened was worse than it actually was, just to get a bit of attention? There are conflicting statements about what they were doing. At the beginning Abigail is saying that all they did was dance. Then, slightly later, Mrs Putnam says that her daughter, Ruth, was trying to conjure up the spirits of her seven dead babies. Also, when Betty wakes, she talks about Abigail drinking blood and making a charm to kill Elizabeth Proctor. It is also mentioned that Tituba did some of her ‘Barbados magic’. With these different explanations, the reader and audience must rely on attitudes and behaviour to give them the answer. Mary Warren, for instance, is very nervous and this must be for a reason. Also, Abigail gets very tetchy and defensive to start with whenever witchcraft is mentioned. It is here that the phrase ‘there’s no smoke without fire’ comes into play. The girls were obviously doing something which wasn’t allowed otherwise they wouldn’t act so anxiously around the subject. The film had an interesting take on the opening sequence. Whereas in the book, the girls were supposed to have been dancing in the forest to Tituba’s songs, the film shows them performing proper black magic. They have a cauldron and are standing in a circle around it. One by one they drop a herb or some flowers into the mixture before, finally, Tituba kills a bird and puts that in as well. This was an interesting way to start the film as it makes it look as if the girls were actually dabbling in the occult. This is another example of how Miller uses confusion constructively as it makes you think about what’s really happening. This play has roots on many different levels, not least in the domestic family life – Most referred to in Act One and Act Two. It is a kind of commentary on family life, neighbourly feuds and shrouded affairs gone public. Miller’s play tells a story of guilt, regret, darkness, anger, vengeance, mass hysteria, hope, benevolence among the unscrupulous and heroism. In his lavish text Miller makes sure that there is always at least one emotion which you can relate to and that there is always a saving-grace for each character, something to make you sympathise with them-if only a little. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Appropriate Consequences for Student Misbehavior

Students will misbehave in class. As teachers, we might not be able to stop all forms of misbehavior before they start. However, we have complete control over our own reactions to student behavioral issues. Therefore, we must choose our responses wisely, making sure that they are appropriate and logical. The old adage, the punishment must fit the crime, is especially true in a classroom setting. If you choose something illogical, students will learn less than if your response directly relates to the situation, or they might miss out on important information being taught in class that day. Following are a series of situations that have been chosen to illustrate appropriate responses in your classroom to help establish behavior management. Note that these are not the only appropriate responses, but instead chosen to show the difference between appropriate and inappropriate consequences. A student uses a cell phone for non-academic purposes. Appropriate: Tell the student to put the phone away.Inappropriate: Confiscate the cell phone.Explanation: A cell phone policy should be clearly stated in the student handbook and reviewed with students whenever there is an infraction. Teachers should record repeat offenders in order to share that the student is distracted in class with parents. Rules should be designed to meet the needs of students while addressing educators’ concerns. Some districts allow teachers a choice to make the decision by clearly posting if students can use their devices. Information on the webiste  Common Sense Media can help teachers plan for device use that considers digital citizenship and student safety. Regardless, digital devices like cell phones should only be used in class when there are specific goals in mind, critical thinking, collaboration, advancement, and equity. A student is late to class. Appropriate - The student misses the daily starter or do-now activity and could lose any points associated with this activity.Inappropriate - The teacher ignores the situation, and the student has no consequences for their tardiness.Explanation - Tardiness is a big deal, especially if left unchecked. Teachers should have a tardy policy in place to deal with problem tardies. Having a daily do now or warm up is one way to give students an immediate benefit for being to class on time. One note of caution, a student who is frequently tardy could build up a large number of zeros for not completing the warm-up activity. In this case, the warm-up activity could be used for extra credit points. There is a differemce between grading for ability and grading for behavior. A student does not bring in his or her homework. Appropriate - Depending on the school policy, the student could lose points off their homework assignment. The student could also receive a lower rating in academic behavior.Inappropriate - A lack of homework results in the student failing the class.Explanation -Homework is done outside of the control of the classroom. For this reason, many schools are deciding not to penalize missing homework. If teachers grade only in-class or summative assessments, then the grade accurately reflects what students know. However, keeping track of homework for completion can be valuable information to share with parents. National Education Association (NEA) suggests that all stakeholders (teachers, parents, and students) work together in any effort to set homework policies. A page on the NEA website states: Policies should address the purposes of homework; amount and frequency; school and teacher responsibilities; student responsibilities; and, the role of parents or others who assist students with homework. A student does not have materials (pen, calulator) needed for class. Appropriate - The teacher provides the student with a pen or pencil in exchange for collateral. For example, the teacher might hold on to one of the students shoes to ensure that the pen or pencil is returned at the end of the class.Inappropriate - The student does not have materials and cannot participate.Explanation - Students who can not finish any classwork without materials. Extrae quipment (calculators) orsupplies should be available in class. A student does not have their book in class. Appropriate - The student does not have a textbook during the lesson for the day.Inappropriate - The teacher gives the student a textbook to use without comment.Explanation - If textbooks are required in your day-to-day classroom, it is important for students to remember their texts. It is a rare situation where you have more than a couple of extra textbooks in your class. If students accidentally take an extra text with them, you will have most likely have lost that text forever. A student does not raise their hand but calls out answers instead. Appropriate - The teacher does not respond to the student who calls out and does not call on them.Inappropriate - The teacher allows individuals to answer without having to raise their hands.Explanation - Requiring students to raise their hands is an important part of wait time and effective questioning techniques. If you do not continuously uphold this rule, then students will no longer raise their hands in class. A student uses a curse word in class. Appropriate - The teacher reprimands the student saying, Do not use that language.Inappropriate - The teacher ignores the curse word.Explanation - Profanity should have no place in the classroom. If you ignore it, students will take note and will continue to use it in class. Note: Realize that if the profanity was used against someone else in the class, a form of bullying or harrassment, the consequences should be greater than if a curse word just slips out. Record the event.