Aesthetic of Character Little Woman by Louisa May...

The focus of this seminar paper will be on a theoretical approach called aesthetic of character, with examples from a novel Little Women by Louisa May Alcott. Various terms, coined up by theoreticians of this approach, will be explained through some of the examples taken out of the above mentioned novel. To begin with, this approach is concerned with what is the function of the characters in the narrative and how the characters are characterised. According to it, characters are agents performing actions in a story. They can be persons, anthropomorphised animals or objects. There are two main theoretical approaches within this one, and those are mimetic and semiotic approaches. While the mimetic approach considers characters as real†¦show more content†¦In contrast to this, we have another term called gender permutation, or when female performs actions in accordance with the prewritten male gender script, or shortly, female set in a male role. There is a milder version of thi s, described only as a deviation from prescribed gender norms while character retains its feminine identity. In the book, this can be seen through the character of Jo March. She is a fifteen-year old girl, who resents these gender roles. She feels uncomfortable in her own body, because it presents everything which prevents her from behaving in a way she wants. It is also called abjection, one form of the growing-up-grotesque archetype, which implies a girl’s feeling of aversion towards her own body as it matures. If she was a boy, nobody would care if she likes â€Å"boys games and work and mannersâ€Å"(Alcott: p. 9). On the contrary, it would be desirable. What is more, behaving in such way might be tolerable in very young age, but as one advances, such â€Å"romping ways† should stop. The result of this is a tomboy figure, whose behaviour interrogates the societal norms which force women into secondary and submissive role. As we could see from this short overview of the main theoretical premises of this approach, gender roles and stereotypes very much influenced the process of characterising agents in a story. Whether they are made as an exemplary models or interrogative models, they are portrayed according to theShow MoreRelatedThe Conflict between Personal Development and Social Expectations in Anne of Green Gables.2576 Words   |  11 Pagesmore apparent in culture and society. As a result, British story papers as Girl’s Own Paper started to circulate. This magazine for girls was founded in 1880 and canvassed the struggle between traditional domestic ideologies and the idea of the â€Å"new woman† (Paul 119). Claudia Nelson argues that by reading those magazines girls were expected to adopt virtues such as â€Å"purity, obedience, dependence, self-sacrifice and service† (141). However, they also encouraged girls to have â€Å"intelligence, self-respect

Essay about Biography of George Washington - 1369 Words

George Washington an American Hero The Revolutionary War proved to be the most important experience in the transition of Washingtons history. The war made George Washington, a man to be revered in history, and helped transform him into a symbol of a new republic and its principles. George Washington is the Founding Father of our nation. The American Revolution was a result of a series of social, political changes, within American society. Washington played an important political and military position in the American Revolution. The Revolution took place between 1765 and 1783. The existing Thirteen American Colonies broke free from the ruling British Empire and made an independent country. This country would be now forever known as the†¦show more content†¦When he had rallied enough support he appeared before the Second Continental Congress in military uniform, the Army had prepared for action. Local Militias were responsible for the protection of individual colonies. The army did not fight on behalf of one colony, but for all of them. At the time, he assumed command there was no unified American country. Washingtons first military goal If he was going to fight the professional British army was to train this newly created group into a well-trained efficient fighting force. Washington had to find a way to utilize the skills of his newly formed army to win the war. He needed a big victory that would make the British retreat and restore Americas freedom. The British had the upper hand in battle; they were much better prepared for direct combat than the newly created American Army. The Americans could not match the skilled well-trained veterans and the British naval support. The British would defeat Washingtons army in direct battle. He needed to devise methods to avoid a confrontation. Washington began some hand to hand conflicts at the beginning of the war, but only luck and timing saved his army from total annihilation. He marched his army up and down the eastern coast; taking on small battles he knew he could win to help the morale of the new army. Use of this battle strategy helped prepare them for upcoming battles. The darkest time for WashingtonShow MoreRelatedEssay on George Washington Biography1838 Words   |  8 PagesGeorge Washington was born February 22, 1732. He was elected as the first president by the Electoral College unanimously in 1789. Washington is commonly called the Father of his country since he played a major role in fighting for independence and helped form the government we now have. Many of his leadership practices became the template for the way politics have proceeded following his terms. For example his use of a group of counselors known as a cabinet is still in practice today. He onlyRead More Biography of George Washington and Thomas Jefferson Essay4286 Words   |  18 PagesBiography of George Washington and Thomas Jefferson George Washington was commander in chief of the Continental army during the American Revolution and later became the first president of the United States serving from1789 until 1797. He symbolized qualities of discipline, aristocratic duty, military orthodoxy and persistence in adversity that his contemporaries valued as marked of mature political leadership George spent his early years on the family estate on Popes Creek along the PotomacRead MoreBook Analysis of A Biography of George Washington: The Patriot President574 Words   |  2 Pages William Thayers book A Biography of George Washington: The Patriot President provides readers with a complex account regarding the first president of the United States. Thayer relates to his outstanding military experience and to how he managed to stay alive in spite of the fact that he was constantly present on the frontlines. The manuscript provides readers with the chance to gain a better understanding of what makes a leader valuable both when considering frontlines and when considering leadershipRead MoreEssay on Biography of George Washington the First American President711 Words   |  3 PagesGeorge Washington was the first president of the United States. I think as my opinion, George Washington being president was a major turning point in US history. Mr. Washington had an interesting early life, before he was the president. Same goes for his presidency and after his presidency. Here is a overall look at George Washington’s life. George Washington was born on February 11, 1732 in Westmoreland, Virginia, British America, in his parents Pope’s Creek Estate. George Washington was the firstRead MoreAnalysis of William M Thayers A Biography of George Washington: The Patriot President691 Words   |  3 Pages In his biography of Americas founding father and first president, George Washington: The Patriot President, author William M. Thayer describes the heroic acts of leadership that Washington displayed while fighting in the American Revolution and during his two terms as President. Using a personal style that appeals to young readers, Thayer provides many glimpses into the private life of George Washington that give a better impression of the man behind one of historys most legendary figures. ByRead MoreAnalysis Of The Book Into The Wild By Jon Krakauer1686 Words   |  7 Pagesfreedom and exemption. Washington and McCandless are similar because they did something most people would not. They both stepped out of the ordinary society and decided to do what they think is best. For example, Washington led the Continental Army against the great British Empire, and Chris left his normal and traditional life, to seek a life of adventure and determined to go on a journey across the United S tates. Washington became the first president of the United States. Washington was also the onlyRead MoreBipgraphy of George Washington Essays1015 Words   |  5 PagesYes, George Washington was our first president so he had to be a good leader, but everybody struggles. Of course, this did apply to George Washington and he was still the best man to begin our country’s government. To discover the details, however, investigation and explanation is required. Born in 1732 at Wakefield Plantation in Virginia, George Washington became his father’s eldest of six children in his second marriage. His father did his best to provide him with tutors and private schoolsRead MoreHow Do Americans View George Washington and Christopher Columbus Today?772 Words   |  4 PagesWashington had an impact on America during the late 1700’s, and Columbus had an impact on what he hoped was the West Indies in the late 1400’s and early 1500’s. George Washington and Christopher Columbus are viewed in two complete different ways. Columbus found America and brought the early English settlements over. Washington helped found our country. However even though both men affected our country both are viewed differently than today. George Washington set a legacy that we are still followingRead MorePresident George Bush Essay894 Words   |  4 PagesGeorge W. Bush was born in New Haven, Connecticut on July 6, 1946. Just like other presidents, he had his good times and his bad times. He was the forty-third president of The United States. Because of those who had preceded him in The Oval Office, he understood the importance of being the Commander in Chief. In all of the events that happened during his presidency he never gave up on his country (Biography; Gale: Vol 21). The Bush family moved to Texas when George was only two years old. GeorgeRead MoreGeorge Washington : The American Of American National History Essay1288 Words   |  6 PagesGeorge Washington stands at the origins of American national history. Many Americans call him â€Å"the father of our country†. Washington commanded the Continental Army in the Revolutionary War. He led the American colonists to freedom from British rule. He headed the convention that created the U.S. Constitution, as president of the republic Washington has created a basis for a federal government in which the Americans were able to find their national agreement. Despite his accomplishments as a general

The Nazis And The Superior Race - 857 Words

It is strange to study one of Europe’s darkest periods and wonder how on Earth so many people believed in the Nazis and the superior race. As much as anyone hates to admit it, Hitler was one heck of a leader, by amassing millions of followers and being able to keep them. He could have only held so much power by believing in his cause so much that others could not help but believe it too. Hitler, Rosenburg, and other Nazi leaders saw the Jews as a separate, inbred, greedy, race who were trying to dominate the economy and essentially take over the world. Though anti-semitism had existed for many centuries prior to this, it was enflamed like never before by propaganda and publications such as The Protocols of the Elders of Zion. These racist ideals were codified in the Nuremberg Laws set forth in 1935. This modern anti-semitism was different in both kind and intensity than previously seen in Europe. Interesting enough, are the influences the different leaders of the Nazi party ha d on each other in their ideologies that became the platform for their party. Hitler was the most well-known leader of this cause. Everything Hitler believed was inspired by Karl Lueger, the mayor of Vienna when Hitler was studying art there. Lueger was the leader of the anti-Semitic Christian Social Party in Vienna. Hitler got his idea for the Final Solution from Lueger’s advocacy for the partial extermination of Austria’s Jews. During his time in Vienna, Hitler had a world view with â€Å"the notion thatShow MoreRelatedNazi Germany: Rights and Responsibilities of a Superior Race Essay1798 Words   |  8 Pagesfoundations for our development, coupled with brutal determination in breaking down incurable tumors.† -Adolf Hitler Nazi Germany: Rights and Responsibilities of a â€Å"Superior† Race INTRODUCTION The Holocaust, carried out by the leader of the Nazi Party, Adolf Hitler, from 1933-1945 in various European countries resulted in the extermination of minority groups deemed inferior by the Nazis, other groups being displaced, taken from their families, removed from their homes, and leaving to start a new lifeRead MoreCompare and Contrast Hitlers Race Theory with the Realities of the Holocaust. How Did Expansion Contribute to These Theories?593 Words   |  3 PagesHitlers race theory with the realities of the Holocaust. How did expansion contribute to these theories? Nazism developed several theories concerning races. The Nazis claimed to scientifically measure a strict hierarchy of human race. Once firmly in power, Hitler’s plans for the ending of the struggle between the Aryan race and the â€Å"inferior races† was set to work. These races feared as a biological threat to the master race purity. At the bottom of this hierarchy were â€Å"parasitic† races which wereRead MoreWas Nazism in Germany Racist or Nationalist? Essay example1190 Words   |  5 Pagesman, obsessed with the notions of creating a perfect and flawless race, became the centerpiece for what would be known as the worst tragedy in the history of mankind; the irrational mass killing of millions of innocent victims, particularly the Jews. This essay will discuss whether Nazism was nationalist or racist from different point of views, such as the ideology of superiority, the ideal Germans, discrimination of Jews, Nazis aim to build a greater Germany, the economy and the unity of theRead MoreMotives Behind Genocide : Genocide Negatively Affects Perpetrators By Perpetuating Distorted Thinking About The Self And Others1628 Words   |  7 Pagesgives a false hope of what can actually be done. Eugenics will drive people to eliminate races who do not fit into the desirable characteristics that must be present in order to create and improve the perfect human population. Aspirations of eugenics can inspire genocide. For example, Adolf Hitler who is responsible for the genocide of millions of Jews had the mindset of eugenics. In the book, â€Å"The Origins of Nazi Genocide: From Euthanasia to the Final Solution†, communicates: â€Å"†¦scientists and physiciansRead MoreThe Importance of Archaeology1232 Words   |  5 Pageshuman activity in the past. It has been often put to political use. In time of Adolf Hitler the Nazi Leader, archeology was unlikely special interest. The importance of Archeology was used by its leader to make his case that Germany had every right to invade surrounding countries. They used nationalism and the archeology itself to maintain and rationalize their party ideology of the superior Germanic race. It also allows employing many archeologists to help them seek and reach their political goalsRead MoreEssay about Nazi Use of Darwinism 1495 Words   |  6 Pagesliberals, and the Jews. These â€Å"races† became scapegoats in Germany, and that is how they were constructed as the â€Å"inferior race.† These groups of people, especially the Jews, were not even considered human. With the belief of an inferior race, came the belief of a superior race, which were the self-proclaimed Germans. Concentration camps were created in Germany to separate the inferior race, or the non-Germans from the Germans. It was believed that the inferior race was contaminating the German geneRead MoreNazi Propaganda1653 Words   |  7 PagesMost Nazi Propaganda was ineffective. Explain why you agre e or disagree with this statement. The Nazis used propaganda to a great extent in Germany. It was impossible to escape and millions of ordinary Germans came across Propaganda every day. Not all the propaganda in Nazi Germany was successful but I believe that overall propaganda was massively successful in gaining Hitler and the Nazis support and influencing Germans with Nazi ideas and attitudes. By dominating all aspects of society many GermansRead MoreThe Role of Women and Children in Nazi Germany 1498 Words   |  6 Pagesthat they lost because of the Jewishs or any other race that was not his pure white race. The Jewish suffered pain and were ridicule. The German women also felt pain and were made less. The role of women and children in Nazi Germany was greatly humiliating. They might not have gotten gassed or persecuted for their race, but the Nazi forced them to follow rules and treated them as animals. The only ones that had a word or say in anything were Nazi men. Women’s life as a hard working woman was not allowedRead MoreNazism as an Extension of Nationalism Essay870 Words   |  4 PagesNazism as an Extension of Nationalism Nazi Germany was the creation of Adolf Hitler, and Nazism was his movement. It began as a union, known as the National Sozialistische Deustches Arbeiten Partei. It grew to be a powerful political party under the ruling of Hitler, paving his way to German Chancellor and President, the undisputed leader of the entire German state. The concept of Nazism was developed during this course in history. It is a concept based loosely onRead MoreNazi Aesthetic (Olympics Berlin 1936)1319 Words   |  6 PagesBody Prof. Gordon Nazi Aesthetics The regime of the Nazi party had an explicitly approved form of art. Unlike the other totalitarian regimes of the era, the approved forms of art were firmly integrated into their iconography and ideology, and excluded any other art movement, including those that were popular at the time. These approved forms of art held a limited number of themes, which were repeated as often as necessary, in order to portray the values the Nazis deemed relevant to their

Guy De Maupassant s `` The Necklace `` And The Story ``...

â€Å"A Good Man Is Hard To Find† â€Å"The Necklace† In today s society we tend to see people live above their means. The reason why I may be picked or even chose. In the short story by author Guy De Maupassant, â€Å"The Necklace† and the story â€Å"Good Man Is Hard to Find† by Flannery O Connor is because both stories have many similarities that we can say that they are combined but different tragedies. The ladies show that they see themselves as important in these stories. These ladies are more concerned about their appearance and impressions on other people. These ladies refuse to admit that they are wrong in their decisions. These ladies also suffer from pride in both stories. First, â€Å"Good Man Is Hard To Find† to find that the grandmothers pride was manifested. The evidence shows that the grandmother believes herself to be better than others. The grandmother wants everyone to realize she’s a lady at all means. In contrast, the grandmother try to manipulate her grandchildren. She even considers herself better than her grandchildren in also better than everyone else. In the beginning of the story, it shows that the grandmother dresses in her Sunday clothes for a family road trip, In case of an accident. She wanted people to see if she was hurt in an accident that they will see herself as a lady. (In the story, â€Å"A Good Man is Hard to Find†, the grandmother is described on page 1, paragraph 12, wearing â€Å"a navy blue straw sailor hat with a bunch of white violets on the brim and a navyShow MoreRelated`` A Good Man Is Hard, And `` The Necklace `` By Flannery O Conner And The926 Words   |  4 Pagesdeadly sins? Pride is kno wn to be the root of self-destruction. The two short stories, A Good Man Is Hard to Find by Flannery O Conner and The Necklace by Guy de Maupassant, practically share the same theme about the pitfalls of pride. The grandmother in A Good Man Is Hard to Find and Mathilde Loisel in The Necklace are demonstrated as two conceited women. While there are many similarities between the two short stories, there are several differences as well. Some of the differences include theRead MoreA Good Man Is Hard For Find By Flannery O Connor s `` The Necklace `` And ``909 Words   |  4 Pages â€Å"A Good Man Is Hard To Find† â€Å"The Necklace† In today s society we tend to see people live above their means. The reason why I may be picked or even chose. In the short story by author Guy De Maupassant, â€Å"The Necklace† and the story â€Å"Good Man Is Hard to Find† by Flannery O Connor is because both stories have many similarities that we can say that they are combined. The ladies show that they see themselves as important in these stories. These ladies are more concernedRead MoreSummary Of The Jewelry Essay782 Words   |  4 Pages True and False The Jewelry, which Maupassant wrote in the late eighteen hundreds. His writings are of everyday life situations that reveal hidden sides to people. The story of The Jewelry is set in 1833 in Paris. M. Lantin is the protagonist, and he is a seventeenth-century character in Guy De Maupassant s story. The story is used the third person narrative to describe a wife s deception and a husband s realization. M. Lantin was the chief accountant in the officeRead MoreGuy De Maupassant The Necklace. In The Short Story By Guy1113 Words   |  5 Pages Guy De Maupassant The Necklace In the short story by   Guy de Maupassant The Necklace A young beautiful maiden longing for the finer things in life becomes her greatest downfall. Whereas losing everything can make you bitter., greediness can sometimes lead forced humbleness.    The author of the story introduces us to Mathilde. She is the focus of the story. Noted for her beauty, she often dreamt as many do of being born in the wrong family. The setting of the story tells us that this fair maidenRead MoreThe Idealistic Values That Fueled The Violent And Bloody French Revolution Essay1456 Words   |  6 PagesThe idealistic values that fueled the violent and bloody French Revolution. Rigid class hierarchy served as one of the factors that beget the turbulence of a war-torn France in the 1800’s—the tumultuous era in which Guy de Maupassant penned his short story, â€Å"The Necklace.† The Loisels, the main couple of the story, demonstrate unhappiness with their social structure and the insatiable desire for a higher social standing. Yet instead of seeking such lofty ideals as liberty and equality, they soughtRead MoreThe, The Rocking Horse Winner And The Necklace1999 Words   |  8 PagesLawrence and Guy De Maupassant similarly demonst rate Hester and Mathilde s struggle of maintaining an illusion of a wealthier life in order to feel a sense of belonging in society. Unfortunately, the quantity of money, land, jewelry, gold and other luxuries are a huge factor in which Hester and Mathilde grade themselves to compare their position in society. When there is wealth, there is superiority and when one is more superior, one has more power. This concept of wealth being helpful to one s’ societalRead MoreThe Human Condition Short Story Assignment1276 Words   |  6 PagesThe Human Condition-Short Story Assignment Firstly, what is the human condition? I’ve been searching for an answer about what the human condition really means. In different situations, especially in the six stories I was asked to read, I put myself in the very different situations of each story and what I’ve found is that the human condition is the characteristics or key events and situations that compose the essentials of human existence or the positive and negative aspects of being a human beingRead MoreIrony in the Works of Kate Chopin and Guy De Maupassant1903 Words   |  8 Pageseach story, the woman is wholly undone by the society in which she lives; she is destroyed when she is unable to live up to the ideal of womanhood that her society dictates. The irony that serves the end of each story is the final blow, which undoes the woman and finishes her life. Paragraph 1: Story of an Hour as unhappy marriage Paragraph 2: ironic twist in Story of an Hour Paragraph 3: reason for Louis Mallards death Paragraph 4: irony as the cause of death Paragraph 5: The Necklace summary/analysis Read More Analyses of Short Stories Essay examples4756 Words   |  20 Pagesof Short Stories Nathaniel Hawthorne, â€Å"Young Goodman Brown† Goodman Brown was not asleep in this short story. As I read, I believed that Goodman did indeed meet the devil in the forest. If he had indeed dreamt about the trip he was sent on and meeting the devil, I think his nervousness would have been described in more detail then it was. Concentrating more on the anxiety he was feeling would have led the reader to believe that the events were not real. I also saw this story as an allegory

Creativity in Maths free essay sample

The purpose and value of creativity in primary mathematics education Within this essay I am going to discuss the complex notion of creativity, In specific relation to creative teaching within the subject of mathematics. I will define the Issues of Interpreting creativity and the debates surrounding these issues. Secondly I am going to look at theories of creativity and the different views which have been argued. In relation to pedagogy, I will examine if the amount of assessment that teachers are now required to do restricts how creative they can be within their delivery of the curriculum. Furthermore, I will analyse the difficulties of creative pedagogy and the implementation of creative learning across the curriculum, focusing on mathematics. Creative learning can be highly beneficial for childrens learning and development, I will highlight the reasons for this and look at key theories relating to the debate. Lastly, I will look at policies and reviews which suggest that creative teaching approaches should be used across the curriculum. Wlthln education there are complex Issues relating to creativity. Creativity Is defined by different people In many different ways. Duffy (1998 cited In Brock, Dodds, Jarvis nd Olusoga, 2009) defines creativity as a means of forming new connections in a way that is meaningful to the individual. In this way creativity can be very useful for learning, due to the fact that it can help individuals create new distinctions within their learning and gain a firmer understanding of what they are being taught. Similarly Kohl (2008) suggested that creative activities are about exploring exciting and advanced ideas in the hope of discovering something new. Through experimentation learners may stumble across knowledge that was previously unknown to them, which gives them the opportunity to expand on their nderstanding. By provldlng children with creative opportunities practitioners are giving them a chance to expand their knowledge through self-directed learning, In a way that Is of Interest to them as an Individual. Freud (1900 cited in Woolfolk, Hughes and Walkup, 2008) took a psychoanalytical approach to creativity. He believed that creativity is present in all individuals within their unconscious mind and that it is brought about due to a wish to fulfil that individuals desires. Freud argued that all individuals have a creative potential, they just do not always display the use of it. Within children he identified creativity as ideation, a process of creating new ideas. When engaging in certain activities children will be creative In order to gain more enjoyment from what they are doing. Maslow (1943), however took a humanistic approach to the Idea of creativity. He suggested that the drive to learn is intrinsic as Individuals strive to reach self- actualisation. Maslows hierarchy of needs depicts levels of needs which Individuals can meet, starting with very basic needs and moving up to more complex needs which individuals have to strive for in order to achieve. He argued that in order for an Inalvlaual to reacn selT-actuallsatlon at tne top 0T tne pyram10 tney neeaea to extend their thoughts and actions through problem solving, creativity and morality. There are a number of issues surrounding creativity as it can be interpreted differently when put into different contexts. The core areas of learning within education are now heavily assessment based and there is a strong emphasis on literacy and numeracy, which is having a negative effect on creative pedagogy (Eaude, 2011). Within the teaching of core subjects there is very little time allocated to creative activities, instead the pedagogical focus is more on the acquisition of nowledge and facts Cones and Wyse, 2004). It could be argued that if teachers look beyond this structured approach to learning there is plenty of scope for fostering creativity in childrens learning within all areas of the curriculum. In the area of mathematics, children are taught specific skills and knowledge which they will need in order to achieve the level that they are expected to in accordance with the National Curriculum (DfEE, 1999). However, certain areas of mathematics involve a large amount of problem solving, which requires an individual to adapt their thinking n order to develop and discover how best to solve the problem at hand. Problem solving is seen as a creative process (Piggott, 2007). According to Cropley (2003, cited in Jones and Wyse, 2004) problem solving is intrinsic to creativity therefore the learner can be encouraged to use their creative thinking skills within the area of mathematics. On the other hand, children are often still given boundaries to work within, which again will stifle their chance to be creative or explore further possibilities. Creativity has been highlighted to be highly beneficial for childrens learning. Using creative methods of teaching can help to keep children engaged and motivated in their learning. Steiner (1861 1925 cited in Wood and Attfield, 2005) stated that within creative activities children become more engaged in their learning and therefore are more likely to learn from the activity that they were participating in. If children are provided with activities that they find captivating and interesting, they are more likely to actively participate, and therefore will gain something from the experiences that they encounter. In order for childrens creativity to flourish, within heir learning they need to be given a chance to do things for themselves (Wilson, 2008). Nickerson (1998 cited in Adams, 2005) suggested that allowing children to have a choice in the task that they are given enhances their creativity. Also the fact that they have chosen the activity for themselves means they will have more motivation to work towards their goals. If children can direct their own learning, by being given their own choices, they will use their current knowledge in a creative way to decide how best to approach the given task. Teaching mathematics in a creative way is seen by many teachers as a challenge. Mathematics is often regarded as a subject with set rules and structure; with right and wrong answers (Wilson, 2005). However, mathematics is not always recognised in its full capacity and can be present in areas which are not always deemed to be mathematically inclined, therefore making it a difficult subject to approach in a creatlve capaclty. Most teacners Delleve tnat matnematlcs snou10 De taugnt In a conventional and structured manner, although it could be argued that the reason for this is that teachers may not be confident enough to teach it any other way Cones and Wyse, 2004). Cropley (2001) would argue that conventional methods of teaching can have a negative effect on attitudes and motivation towards individuality as children may be encouraged to work in a certain way in order to logically work out the answers. In order to be creative within their teaching of mathematics, teachers need to provide children with opportunities in which they can extend their thinking and build on previous knowledge. It is often argued that creative mathematics is only accessible to the more able pupils, however it is possible to include all abilities. Furthermore, children of all bilities will always be willing to engage in mathematics creatively if they are given the opportunity. The DfES/QCA (1999) stated that mathematics as a creative discipline can stimulate exciting new achievements for learners and therefore teachers should facilitate all childrens learning by giving them a chance to engage creatively within the subject area. Introducing creative pedagogy in the area of mathematics can have a substantially positive effect on childrens development. Children who previously had little confidence within the subject can be taught different ways of dealing with athematical knowledge. Introducing children to different teaching methods and expanding mathematics using a cross-curricular approach will give children the opportunity to make comparisons and links between mathematics and other curriculum subjects (Cropley, 2001). The use of cross-curricular teaching will give the children the opportunity to partake in learning which links to a subject area that is of interest to them. Mathematics can help develop childrens thinking skills and it is important for children to be able to think creatively within all areas of the curriculum (Cropley, 2001). Within mathematics in particular children sometimes may need to think outside the box in order to discover the answers to what they are looking for. Mathematics can also be a chance for the involvement of abstract thinking skills as children learn to calculate mathematical sums cognitively. Mental arithmetic may be seen as something children commonly engage in, however they need to be able to deal with numbers and mathematics in an abstract context before they can fully develop these skills. Overall, the subject area of mathematics is much more widespread than is always recognised. The use of mathematics can be applied across he curriculum and within childrens every day life. Therefore it is essential to childrens educational development. The National Curriculum (DfEE, 1999) highlights the importance of fostering creativity while still ensuring that pupils gain the essential numeracy skills that they require. The National Curriculum suggests that all areas of the curriculum can be taught creatively, even the core subjects such as mathematics. A number of schools work towards the development of key skills which are outlined in the National Curriculum Handbook, while also including opportunities to be creative within mathematics NCSL, 2005). I ne Natlonal curriculum ) InTormea teacners tnat wltnln mathematics children should be taught to develop thinking skills, problem solving and learn to communicate mathematically. However this document focused more on the attainment of the children rather than the approaches that teachers could take in order to build upon these aspects using creative pedagogy. In 2000, the National Numeracy Strategy (DfE, 2000) was published in order to look at the teaching of mathematics in depth and to suggest to teachers ways in which they could incorporate better pedagogy within the area of mathematics. In his review, Williams (2008 cited in DSCF, 2008) looked at pedagogy for primary mathematics in the curriculum. He argued that in order for the content of a curriculum to be effective it must be partnered with excellent standards of teaching. He talked about developing positive attitudes towards the subject through delivering mathematics in interesting ways which will engage the learner. Through the use of creative pedagogy teachers can provide positive experiences which captivate the learner and therefore help them develop good attitudes towards the subject of mathematics. Similarly to Williams (2008 cited in DSCF, 2008), Ofsted (2010) drew parallels between the National Curriculum and creative approaches to teaching. They reported that children are more motivated by creative ways of learning, suggesting that providing experiences linked to the subject material within the National Curriculum, in which children can develop their creative learning, will in turn have a positive effect on their attitudes towards the subject. In conclusion, creativity is highly important within all aspects of the curriculum. Although it can be interpreted in different ways, this could have a positive effect as it llows for even more originality and diversity within teaching methods.

“The Story of an Hour” Quote by Kate Chopin Sample Essay Example For Students

â€Å"The Story of an Hour† Quote by Kate Chopin Sample Essay â€Å"The Story of An Hour† written by Kate Chopin all takes topographic point within a one hr clip period. During this clip Mrs. Mallard is informed of her hubby. Brently Mallards. decease by her sister and her husband’s friend. After hearing the intelligence of her husband’s decease Mrs. Mallard retreats to her room where she ponders her freshly found destiny. At the realisation that she no longer has to populate for anyone but herself Mrs. Mallard is overcome with a monstrous joy. After being pressed by her sister Mrs. Mallard starts to come down the stepss right as her hubby. who in fact is non dead. is walking in. Mrs. Mallard so collapses to the floor. Dead. â€Å"When the physicians came in they said she had died of bosom disease-of joy that kills. † ( Kirszner and Mandell 116 ) The term â€Å"of joy that kills† can be understood in two different ways. One manner is that she was so over joyed to see her hubby once more that the pure felicity she felt killed her. Another manner to look at the last line is that when she saw her hubby once more she felt such a grave letdown because of the fact that she would once more be subjected to populate under his regulation that she died. The joy that killed Mrs. Mallard can be her enormously exciting feelings when her hubby reappeared before her eyes. wholly unexpected. Deep down in her bosom. she loved her hubby though life with him made her down. The joy she felt with the freedom she found in her husband’s decease was clear. but no specific grounds pointed out that she perfectly Page 2 hated him. â€Å"She knew that she would cry once more when she saw the sort. stamp custodies folded in decease ; the face that had neer looked save with love upon her. fixed and grey and dead. † ( Kirszner and Mandell 116 ) This quotation mark shows that even though she was excited to hold her life back to herself she did on some degree love her hubby and would cry once more at his funeral. However. if we take the last line of the narrative literally. we would understand that Mrs. Mallard was intensely infatuated by her matrimony to her hubby thatshe died from the exhilaration of cognizing he was still alive. Another manner of understanding the ground for her decease â€Å"of joy that kills† can be the awful daze she endured when recognizing that her hubby was in fact still alive and she would hold to stay married to him for the remainder of her life. â€Å"There would be no powerful will flexing hers in that unsighted continuity with which work forces and adult females believe they have a right to enforce a private will upon a fellow creature† . ( Kirszner and Mandell 116 ) This lets us cognize that non merely her hubby was quashing her but besides other people around her. Mrs. Mallard’s life had no significance or exhilaration. All she of all time wanted was freedom from the matrimony and non to experience entitled to her hubby at all times. That’s why when happening out about her husband’s decease. a new sense of life came over her and she felt alleviated from her former life style that included him. Her feelings were expressed when she kept whisperin g â€Å"Free! Body and soul free! † ( Kirszner and Mandell 116 ) She so felt that her psyche was free from the enduring her hubby had brought upon her. She was so over joyed because she didn’t have to populate for anyone but herself. But. when she was on the extremum of her freshly found freedom. the reappearance of Mr. Mallard put her into complete and udder daze. She died immediately from a bosom onslaught because she was so Page 3 .u128124a5c9852bcc9918f205b407c1fa , .u128124a5c9852bcc9918f205b407c1fa .postImageUrl , .u128124a5c9852bcc9918f205b407c1fa .centered-text-area { min-height: 80px; position: relative; } .u128124a5c9852bcc9918f205b407c1fa , .u128124a5c9852bcc9918f205b407c1fa:hover , .u128124a5c9852bcc9918f205b407c1fa:visited , .u128124a5c9852bcc9918f205b407c1fa:active { border:0!important; } .u128124a5c9852bcc9918f205b407c1fa .clearfix:after { content: ""; display: table; clear: both; } .u128124a5c9852bcc9918f205b407c1fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u128124a5c9852bcc9918f205b407c1fa:active , .u128124a5c9852bcc9918f205b407c1fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u128124a5c9852bcc9918f205b407c1fa .centered-text-area { width: 100%; position: relative ; } .u128124a5c9852bcc9918f205b407c1fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u128124a5c9852bcc9918f205b407c1fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u128124a5c9852bcc9918f205b407c1fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u128124a5c9852bcc9918f205b407c1fa:hover .ctaButton { background-color: #34495E!important; } .u128124a5c9852bcc9918f205b407c1fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u128124a5c9852bcc9918f205b407c1fa .u128124a5c9852bcc9918f205b407c1fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u128124a5c9852bcc9918f205b407c1fa:after { content: ""; display: block; clear: both; } READ: Lesson Learned From Brave New World Essaydistraught at the idea of holding to populate the remainder of her life with her hubby. her bosom merely could non take it. In decision. the ground of Mrs. Mallard’s decease â€Å"of joy that kills† can be understood as either the joy from seeing that her hubby had in fact non died. and had returned or the panic of holding to populate the cheerless life she had antecedently shared under regulation of her hubby. However. personally I believe the 2nd theory is more likely than the first. It is more likely to reason that Mrs. Mallard died from daze and letdown. instead than joy as the physicians diagnosed. Towards the gro und of her decease. the literary term â€Å"of joy that kills† implies a sense of sarcasm which enhances the acrimonious sugariness of the stoping. Mentions: Kirszner. Laurie G. . and Stephen R. Mandell. Portable Literature: Reading.Reacting. Writing. 8th. Boston. MA: Wadsworth Cengage Learning. 2013. 116. Print. Postscript: I know the page I cited in my response paper is different than the pages you have but when I went to the book shop they were all out of the Compact Edition. so I had to purchase the regular version. I hope that it is non a job. Thank you. Carrin Marie Quin.