Top games Essay Example for Free

Top games Essay Nearly all the children could do the above I therefore suggest that the game is appropriate for the age range I planned it for. Throughout this observation the children have gained developing co-ordination and control over the cards. They have used fine motor skills to lift a turn over the cards, for the first few times the children turned over the cards they had a little difficulty all of the children discovered however that if they slide the card to the edge of the table it was easier to pick up. They have also been learning about sharing and turn taking and how everyone has to have fair turns and not to hurry them along. They have been thinking about ordinal numbers (first second etc) and what number comes next, and also through my open-ended questions, about lengths and sizes of the lines. B F Skinners theory of positive and negative reinforcement also fits in here. If a child gets a number and puts it in the correct order, they may be praised, told well done. There actions have been reinforced (positive reinforcement). On the other hand a child may not come first the first time they play the game, they may not like this feeling which would inspire them to really try the next time, although if they do not come first again the may take a disliking to the game. I was fully prepared for the activity as all I needed was the game cards, I didnt need any additional resources. I discussed with my placement supervisor the suitability of the game and whether she thought it to be age and stage appropriate to these children. I was mostly completely planned and ready for this activity although it would have been helpful if I could have more time, there was enough time to play quite a few games, but not all the children in the class got a chance to play and not also was that unfair to some of the children I could have benefited from seeing the whole class dealing with the game to support my evaluation more. As I have said the number of children in the group was correct it was easy to manage the situation. I think that I gave clear instructions although it may have made more sense to the children if I had set down some firm ground rules at the start. Again the only thing that did not go to plan was the amount of time I had allocated for the game. The resources I made was suitable for its purpose it lasted quite well and was quite durable as they were backed onto card I think in future I would laminate the cards so they were more durable. It did help the children to learn, but I think it would have been more helpful to them if the numbers were higher as most of the children already knew their numbers one to five quite well. I could also have made different versions of the game such as, instead of trains I could do flowers or animals depending on what the subject they were focusing on at the time was. Mind map-China-I think that including the whole class was suitable because the children all gained feedback off each other. Although it was quite difficult to tell how many of the children could count the suggestions as they all counted at the same time, some of the children could have been following what everyone else was saying. When the children were asked (separately) how many suggestions to make twenty? they took a little longer than I had expected to work it out but got it right in the end. Some of the children had a little prompting as how to work it out. As the suggestion about Chinese writing came up a lot I wasnt sure if the children were copying the first child who suggested it or whether they were going to suggest it in the first place. Tassoni and Beith (2002 p 400) state that between the ages of four and six years a child should normally be: Showing more understanding and using reason based on their experiences ? Starting to use and understand symbols e. g. reading and writing Again nearly all the children could do the above I suggest therefore that this activity is appropriate for the age and stage of these children. The children have been learning in the area of knowledge and understanding of the world they have been thinking of past events that they could link with the subject of China (e. g. I had a Chinese last night). The children have expanded in their knowledge of listening, not interrupting and waiting to be asked before speaking. They have also learnt a bit about how to discuss with people. They have also been learning about mathematics by counting how many suggestions are on the board and calculating how many more Again with this activity I can see where B F Skinners theory fits in. in a similar way to the first activity if a child comes up with good suggestions they will get a well done. This will encourage them to think deeper to think of another suggestion to get the same praise (positive reinforcement). B F Skinner also says that by ignoring certain behaviour it may disappear which could be done with the children that interrupt. Tassoni and Beith (2992 p 223) state that adults need to extend childrens vocabulary and help them to use language as a way of thinking, open questions can be used when working with children. This means asking questions where children have to give more than one worded answers during my activity I believe I covered this as I asked a few open ended and the children responded well. Children also need to learn the skills of listening and this means that we must be good role models for them by listening to them although the children were good at listening I still believe that I acted as a good role model to them by listening to all of the suggestions and not being dismissive. I wasnt prepared for the amount of suggestions that the children gave it may have been helpful if I had a spare piece of paper for such circumstances. I had discussed with my placement supervisor the suitability of this activity I discussed whether it was age and stage appropriate and whether it was stimulating enough for the children to sit there for a while and pay attention. I think that the time I had allocated for this activity was appropriate; the times were roughly similar when the children started to run out of suggestions and when we had to start the next activity. The activity was a success there was good feedback later on throughout the day and the children were also asking to have other people suggestions explained to them (showing they were interested in the subject). I had extra support from my supervisor to manage all of the children as it was a class of twenty-eight so it was managed quite well. I gave clear instructions about what we were doing but not about how they had to sit or that they had to wait to be asked. I think that it would have been beneficial to explain this before the activity was started to set down the ground rules. Other than this all went to plan with the activity. Recommendations The train game when I asked the children the questions I often got one-word answers, in order to help them expand on the subject more, the adult in the situations asking more open-ended questions about the subject could do this. During the game I had two children with the same favourite colour I dealt with this by playing two games, it may have been easier to ask the children to swap in the middle of the game or to not let the children choose at all I could just deal the cards to them. I could also for future games keep the colours the same (starting cards one colour, number one cards another colour etc). In order for the children to progress, I could make other cards numbered up to ten, if this proved to difficult because of the amount of cards on the table they could be separated into two piles one to five and six to ten. I could also play the game backwards if they had managed it the original way well. I could make the cards colour co-ordinated e. g. either they have to get the whole set of one colour to win or that the aim is to make a pattern. The best way I think to extend this activity would be turning it into a quiz each child is asked a maths question, if they get the question right they can turn over a card if they get it wrong they will wait until their next turn. In this activity whatever the version an adult would need to be present to make sure the game is being carried out in the way planned, that the children are all taking turns and that the children are being sensible with the cards.

An Analytical Essay on the Significance of the Players in Hamlet :: The Tragedy of Hamlet Essays

An Analytical Essay on the Significance of the Players in Hamlet       The significance of the players exceeds the sole purpose of entertainment, as each possesses the power to unveil the "occulted guilt" (3.2.75) and conscience of the King.   Hamlet assumes the responsibility to advise these players with precise and adequate direction so that a "whirlwind of passion" (6) may not effectively separate Claudius from personally identifying with the play.   Hamlet's enthusiastic approach toward direction may be so that he encourages the players to "suit the action to the word, the word to the/ action, with this special observance, that you o'erstep not/ the modesty of nature" (16-18).   However, this exercise of caution may justify Hamlet's too often delayed attempt toward the action of avenging his father's murder.   His direction confines him to the overflow of words as he experiences imprisonment within the truth of his own identity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet grants himself the opportunity to momentarily direct himself, yet it remains unknown as to whether he directs a representation of truth or a falsity.   He exemplifies madness so well, as the sight of "a damned ghost" (77) insanely induces his imagination and comfortably transforms his identity to one of lunacy.   This role he acquires is one he portrays so explicitly well as an actor that he easily utilizes it as the foundation for his players.   He instructs the players:    Nor do not saw the air too much with your hand, Thus, but use all gently, for in the very torrent, tempest, And, as I may say, whirlwind of passion, you must acquire And beget a temperance that may give it smoothness.   (4-7)    Abstinence from overly dramatizing the actions of the play may be reflective of Hamlet's character prior to his escape from true self: a once-lived life of normalcy focused more wholly on "smoothness" (7) rather than an uncontrolled "torrent, tempest, / ...whirlwind of passion" (5-6).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's direction of the players claims victory as Claudius abruptly arises and exclaims, "Give me some light.   Away" (254)!   Horatio's observation of the King's reaction confirms his guilt-inflamed conscience as he was forced to witness the reenactment of his brother's murder.   Hamlet, relieved, reveals, "I'll take the ghost's word for a thousand/ pound" (271-272).   The ghost is officially trustworthy as the King's reaction encourages Hamlet to journey further toward his mission of avenging the death of his father. An Analytical Essay on the Significance of the Players in Hamlet :: The Tragedy of Hamlet Essays An Analytical Essay on the Significance of the Players in Hamlet       The significance of the players exceeds the sole purpose of entertainment, as each possesses the power to unveil the "occulted guilt" (3.2.75) and conscience of the King.   Hamlet assumes the responsibility to advise these players with precise and adequate direction so that a "whirlwind of passion" (6) may not effectively separate Claudius from personally identifying with the play.   Hamlet's enthusiastic approach toward direction may be so that he encourages the players to "suit the action to the word, the word to the/ action, with this special observance, that you o'erstep not/ the modesty of nature" (16-18).   However, this exercise of caution may justify Hamlet's too often delayed attempt toward the action of avenging his father's murder.   His direction confines him to the overflow of words as he experiences imprisonment within the truth of his own identity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet grants himself the opportunity to momentarily direct himself, yet it remains unknown as to whether he directs a representation of truth or a falsity.   He exemplifies madness so well, as the sight of "a damned ghost" (77) insanely induces his imagination and comfortably transforms his identity to one of lunacy.   This role he acquires is one he portrays so explicitly well as an actor that he easily utilizes it as the foundation for his players.   He instructs the players:    Nor do not saw the air too much with your hand, Thus, but use all gently, for in the very torrent, tempest, And, as I may say, whirlwind of passion, you must acquire And beget a temperance that may give it smoothness.   (4-7)    Abstinence from overly dramatizing the actions of the play may be reflective of Hamlet's character prior to his escape from true self: a once-lived life of normalcy focused more wholly on "smoothness" (7) rather than an uncontrolled "torrent, tempest, / ...whirlwind of passion" (5-6).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's direction of the players claims victory as Claudius abruptly arises and exclaims, "Give me some light.   Away" (254)!   Horatio's observation of the King's reaction confirms his guilt-inflamed conscience as he was forced to witness the reenactment of his brother's murder.   Hamlet, relieved, reveals, "I'll take the ghost's word for a thousand/ pound" (271-272).   The ghost is officially trustworthy as the King's reaction encourages Hamlet to journey further toward his mission of avenging the death of his father.

The Help by Kathrynn Stockett: Themes

In fact, the Justice system, thought to promote equality in â€Å"the and of the free,† was useless towards the idea of racial harmony and African Americans were treated bitterly and relentlessly during this time. The author Kathy Stocked wrote a novel In the perspective of mistreated black maids and one helping white woman during the time of the call rights movement. Through the historical events, characters, and setting compiled Into Kathy Stockpot's novel, The Help, the theme of Injustice and racial Inferiority Is portrayed.During the novel, the bus Abilene is riding stops at a roadblock and all the black people are told to get off the us. The civil rights leader and NAACP field secretary, Meager Veers, had been shot and killed by the UK Klux Klan. Abilene states, â€Å"White peoples with guns, pointed at colored peoples. Cause who gone protect our peoples? Into no colored policeman's† (230). The blacks are trapped and have no jurisdiction to control what happens in the community, or to themselves.Even a person with authority, Mayor Thompson, denoted the idea of a biracial committee and said that he â€Å"believes in the separation of races† (231). Instead of protecting the blacks, the government was useless In aiding them. The Jim Crow laws, found by Skitter In the library, also resembled how government only contributed to the destruction of racism. The events that are embedded throughout the novel reveal how the characters feel helpless to what occurs around them.In addition to resembling the theme of injustice, Hilly Holbrook is the symbol for whites who used power and influence to have blacks fired, evicted, imprisoned, fined, and even subjected to physical violence. She used her social status to influence the courts and businesses in the community to punish black omen, like Yule May, whom she targeted. After Yule May went to trial for stealing one of Hills rings, Abilene states that â€Å"A regular sentence be six months for petty stealing, but Miss Holbrook, she get it pushed up to four years† (295).For many of the black characters in the novel, and the black maids during that time, there was little justice. Acts of violence and injustice were committed against them and there was nothing they could do to fight it. The scale was of Justice was Imbalanced, heavily sloping downwards for the blacks who had no power compared to the whites. The eating also reinforces the theme of Injustice and racial Inferiority. The novel Is set In Jackson, Mississippi, one of the most segregated towns in the united States, during ten time AT ten call relents movement.I Nils was a parlor consisting AT organelle boycotts, student protests, and mass marches towards the struggle against racial segregation. The Jim Crow laws were enforced and there were strict rules and norms concerning the actions of blacks. Jackson, Mississippi was teeming with racial tensions and this affected the characters and events of the novel. Kathy St ocked rote the novel, The Help, and captured the image of life as a black maid during the sass's.In her novel, she compiled historical events, characters, and the setting to portray the emotions and hardships of blacks during this time in history. By using these devices, Stocked formed the theme of injustice that readers can either relate to or comprehend. Through her writing, she accurately demonstrated how racial inequality, injustice, and inferiority played a role in the lives of many blacks. The Help represents how the blacks, the inferior, began to stand up to the whites, the superior, through words and stories.

Governments Role on Health Care Essay - 2580 Words

Introduction Have you ever wondered exactly what the government does for our country in regards to health care? Many have the impression that the government is not really of much assistance to them. However, in reality, the government does more than most people realize. The government actually plays a vital role in health care but most people look past it. I am sure very few people have actually sat down and pondered or even have done research to find out the impact of the government’s role in health care. However, I intend to clear up this misconception. The federal and state governments are the largest supporters of health care services in the United States. Examples of support that our government provides include assisting those†¦show more content†¦The Federal Employee Health benefit program is the largest employer health insurance program in the United States, insuring about 3 percent of all Americans. There are 133 plans, offering 188 coverage options that are participating in the FEHBP as of 2003. Preferred provider organization (PPO), fee-for-service plans, and Health Maintenance Organization (HMO) all offer options. The government’s contribution toward the cost of the beneficiary’s premium is â€Å"lesser of 72 percent of the average FEHBP plan premium, weighted by enrollment, or 75 percent of the premium for the plan chosen† (Karen Davis) . Just as importantly, the government funds and provides health care directly to many others who work or have previously worked for the federal government as well. Programs such as the â€Å"Defense Department† are for active-duty and retired personnel and their families that visit facilities owned by the government, using health care providers who work for the government. Nearly 7.8 million veterans out of the 25 million in the veteran population receive care directly from the Veterans Health Administration, a division of the Department of Veteran Affairs (VA). This care is also delivered in government owned facilities, by providers employed by the government. The Indian Health Service, whichShow MoreRelatedEssay on Healthy San Francisco Plan883 Words   |  4 Pages In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the citys public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. 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