Learner Resources Essay Example for Free

Learner Resources Essay Review the range of resources available within the organisation for a selected curriculum area. Prepare, use and evaluate one of them in their teaching. Analyse the strengths and challenges of the selected resource and how it has supported learning. INTRODUCTION Selecting the use of resources is a vital aspect of enhancing not only the learning experience for the student, but also the effectiveness of the teacher’s delivery. The fact that students do have varying learning needs and styles, would suggest that the teacher would need to consider the various learning resources available that could help fulfil the student needs. Therefore it is important that the use of resources are fully integrative of the teaching strategies used, hence complimenting to the effectiveness of these strategies. Teaching/learning resources that can be used are: †¢ Printed materials †¢ Photographs and slides †¢ Posters †¢ Models †¢ Chalk/Black Boards †¢ Flip charts †¢ Overhead transparancies †¢ Audi tapes and compact discs †¢ Tape slide sequences †¢ Video tapes and film †¢ Laboratory equipment †¢ Real objects †¢ Computer based resources However, whilst there is a great deal of choice available to the teacher it is important to evaluate the options available fully in order to ensure that the aims and objectives of the session are met and that resources are not chosen in an unstructured way. Rather, the resources, should be a complimentary tool to enhancing the learning experience. This can ensure effective student learning, however, if not evaluated fully, this can have a detrimental effect. Cox and Harper (2000: 57-58) pose general questions to consider when evaluating resources: †¢ Are the materials appropriate to the learning outcomes? †¢ Are they suitable in terms of the characteristics of the students? †¢ Are they clear and attractive and consistent with a professional approach to teaching? †¢ Are they reasonably cost effective? †¢ Are they suitable for the way they will be used? †¢ Are they free from discriminatory language or images? Therefore, when evaluating the most commonly used resources that have been undertaken on the Certificate of Personnel Practice Course at Barking College the above considerations will be taken into account. The table below analyses the learning resources that have been used within the teaching context on the Certificate in Personnel Practice course at Barking College. The resource most frequently used within the sessions conducted on the Certificate in Personnel Practice course is the use of the Powerpoint (see Appendix A for example of powerpoint presentation taken from Week 12 of the course). It was felt that the Powerpoint presentation enabled the greatest opportunity to convey information to a full class of students, whilst given the learners an opportunity to feedback, through questions and answers. As stated by Armitage et al (2003: 127) this method gives the potential for dynamic graphics, greater and easier to use colour and ‘live’ demonstration of interactive software and the Internet’. Additionally, Davies J et al (1993) suggests that if it is apparent to the students that little attention is given to the quality of the resource then motivation will be affected. Therefore, the session would benefit in continuously gaining student feeback on the effectiveness of this resource. Previously, overhead slides had been used, but as mentioned the use of Powerpoint has become very cost effective, through storing presentations on disk. As well as sharing this with other members of the teaching team it can be shared with the students as well. Specifically, Powerpoint allows the student to print out user-friendly handouts of the slides, which is effective for note taking. Through identifying some of the limitations of the Powerpoint the sessions include the active use of the whiteboard to write down student contributions and amendments. The need for further additional resources to compliment the Powerpoint is also needed. The use of handouts has identified further that assessments and participatory groupwork is imperative. Therefore, as with all resources it is important that there is not over-reliance on one particular resource, as this would not appeal to all learning styles and is limited in meeting the strategies adopted by the teacher. Therefore the use of complimentary and additional resources is imperative. Case studies have been identified as an ideal way of ensuring assessment, whilst obtaining active student involvement either individually or as a group to contribute. So will therefore, be used more readily in future sessions to compliment the Powerpoint resource Conclusion Different resources have their strengths and weaknesses, with some having a more positive/ negative effect on the learners than others. Therefore, a range of resources have been continuously used on the course in order to not only meet the needs of the learner but the aims and objectives of each individual session. BIBLIOGRAPHY Armitage, A et al (2003) Teaching and Training in Post-Compulsory Education. Maidenhead: Open University Press Cox, A and Harper, H (2000) Planning Teaching and Assessing Learning: A Reader. London: Greenwich University Press Davies, J et al (1993) Adult Learning, Adult Teaching 3rd edn. Cardiff: Welsh Academic Press Honey, P. and Mumford, A. (1992) Manual of Learning Styles, 3rd edn. London: Peter Honey Petty, G (2004) Teaching Today: A Practical Guide, 3rd edn. Cheltenham: Nelson Thornes

Who is to blame for Macbeths Downfall? :: essays research papers

The play MACBETH is filled with suffering. It begins with reports of a bloody battle, an execution of a traitor and Macbeth’s bloodthirsty heroism as he â€Å"unseamed† one of the invaders â€Å"from the nave of the chaps†. In comparison MacBeth’s later actions are even worse as he commits violent crimes against his own people. Much of the suffering in the play is directly attributable to Macbeth. However, the central focus of the play is the suffering he himself undergoes, as he makes his way through his course of evil. Macbeth caused the suffering of many during his dark quest to become King of Scotland. Many innocents were brutally slaughtered as a result of Macbeth’s actions, Banquo, King Duncan, Lady Macduff and her children. However many others experienced mental torment and anguish at the hand of Macbeth. Macbeth’s ambitious wife, Lady Macbeth felt guilt for her part in the murder of King Duncan and for murdering sleep she was denied the luxury of sleep driving her to insanity. The Macduff’s also suffered greatly. Lady Macduff witnessed the deaths of her children as they were â€Å"Savagely slaughter’d† (4:3:237) Macbeth also caused grief to Macduff as he ordered the slaying of his â€Å"Wife, Children, servants, all† (4:3:245) Macbeth was the cause of much suffering in the play and in turn suffered greatly throughout. Macbeth suffers much indecision from the moment he hears the witches prophesies. He gets confused and is torn between killing or not killing King Duncan. He immediately thinks of killing the king, as he wants so badly to be king, but the idea of committing such a crime appals him. â€Å"Why do I yield to that suggestion†(1:3:144), he says in a state of confusion. Macbeth is Duncan’s â€Å"kinsman†, â€Å"his subject† and â€Å"his host†. As his host he should be protecting him, not killing him. Macbeth believes in â€Å"even-handed justice† and that if he commits evil, evil will be put upon him. He ultimately decides not to kill the King but Lady Macbeth convinces him otherwise, â€Å"What beast was’t then That made you break this enterprise to me?† she asks.   Ã‚  Ã‚  Ã‚  Ã‚  Lady Macbeth does later fell guilt over her part in Duncan’s murder but Macbeth’s guilt is immediate.. Macbeth murders his great king and only moments later feels horrible guilt, â€Å"Will all great Neptune’s ocean wash this blood Clean from my hand?†(2:2:77) Blood on hands is a symbol of guilt that Macbeth sees often in this play â€Å"with thy bloody and invisible hand† (3:2:53) He feels guilt like he has never experienced before â€Å"gouts of blood, which was not so before†(2:1:53) he says.

Achilles & Hector Essay

The art in the vase painting in Harvard’s collection depicts an anguish-stricken King Priam pleading to a triumphant and irreverent Achilles for the return of the already desecrated body of his son, the Crown Prince of Troy, Hector. The artist of the vase painting wants to illustrate an image of nullifying status, even more so, it characterized a reversal of stature — a King kneeling and pleading to a common warrior and the body of a prince dishonored. In Book 24 of Homer’s Iliad, it narrated the weeping King Priam virtually throwing himself at Achilles’ feet beseeching the latter to release the body of his dead son. In the text, it did not state however, that the body of Hector was in the same room as King Priam and Achilles. It is noteworthy to mention at this point however that the primary reason that Hector is dead is because Achilles avenged the death of Patroclus whom Hector killed mistaking him for Achilles. Moreover, in Book 22 of the narrative, Achilles threatened Hector of the situation he will be in if he suffered death in Achilles’ hands, to wit, â€Å"dogs and vultures shall work their will upon yourself†. Achilles’ grief for the death of Patroclus has fueled his wrath towards Hector and that as an ultimate insult to Hector’s person, Achilles have left the body untended outside his tent to make good on his word of â€Å"dogs and vultures shall eat you utterly up†. Furthermore, the text speaks of Achilles â€Å"taking it [Hector’s body] to a place where Priam should not see it†. In the vase painting, we see Hector’s body below Achilles, who is holding a knife and apparently eating raw meat with blood dripping from the knife’s blade unto the dead body below. This scene can be gleaned from a prior heated exchange of words between Achilles and Hector. In Book 22 of the Iliad, Hector in his last breath spoke: â€Å"I beg you, Achilles, by your own soul and by your parents, do not allow the dogs to mutilate my body. By the Greek ships, accept the gold and bronze ransom my father and mother will give you and send my body back home to be burned in honor by the Trojans and their wives†. To which Achilles angrily uttered: â€Å"Don’t whine to me about my parents, You dog! I wish my stomach would let me cut off your flesh in strips and eat it raw for what you’ve done to me. There is no one and no way to keep the dogs off your head, not even if they bring ten or twenty ransoms, pile them up here and promise more not even if Dardanian Priam weighs your body out in gold, not even then will your mother ever get to mourn you laid out on a bier. † The vase painting seems to draw out from this war of words between Achilles and Hector and displays the aftermath and the realization of Achilles’ enraged threats. It depicted also an arrogant Achilles eating meat over a dead body — an act way beyond being rational. Whereas in the text, upon hearing Priam’s heart-wrenching plea, Achilles displayed empathy and even went as far as telling Priam that he, Achilles himself, is also in sorrow for the death of Patroclus and showed endearing sentiment when he mentioned that Priam reminded him of his own father. Moreover, in the text, Achilles even admired Priam for his candor in going defenseless and alone amidst the enemy’s lair. One of the major themes of Homer’s Iliad deals with revenge, reparation, and compensation. In portraying Priam’s plea to Achilles, the vase painting essentially captured these three themes. Achilles’ disrespect for Hector’s body speaks of revenge. Achilles, blinded by deep sorrow, did what he thought would best vindicate Patroclus. Hector’s legs were bound at the ankles as in the ultimate act of deliverance, Achilles dragged Hector’s lifeless body around the tomb of Patroclus. Hector’s death itself is the reparation for the death of Patroclus — the proverbial â€Å"an eye for an eye†. Whereas, Priam’s ransom is the compensation for and in exchange for the possession of Hector’s body. Works Cited Homer, and Stanley Lombardo. Iliad. Indianapolis, IN: Hackett Publishing Company, 1997. Wilson, D. F. Ransom, Revenge and Heroic Identity in the Iliad. Cambridge, England: Cambridge University Press, 2002.

Essay on King Louis XVI and the French Revolution - 921 Words

In the 18th century King Louis XVIs spendings on the American Revolution practically bankrupt the country which had brought 2 decades of poor cereal harvest, cattle disease, and higher bread prices. Angry peasants showed their desperation by joining groups/clans that were against high taxes, those groups could not provide getting rid of taxes on how they always had riots and looted people homes. King Louis XVIs controller general (Charles Alexandre de Calonne) came up with an solution to there financial problems which would make the eligible class of people no longer taxed and would tax the wealthy more. To support or help with this act the king summoned the Estates-General a sponsor of the clergy, the meeting was scheduled for May†¦show more content†¦Three days later they met at a nearby tennis court and took the Tennis Court Oath, vowing to not disperse until constitutional reform was in order. Within a week the clerical disputes and 47 liberal nobles had joined them. On June 27th, King Louis XVI granted that all three orders to be in the new assembly The rise up of the agrarian happened quickly which also made the nobles try and flee. The leaving of nobles from the country inspired the National Constitution Assembly to put an end to feudalism on August 4th, 1789 signing the â€Å"death certificate of the old order.† As it was called by the historian Georges Lefebvre because it was putting an end to the old ways of order in France or as he put it death to them. On August 4th, the Assembly adopted the Declaration of Rights for man and citizens. A statement of democratic principles was well balanced with the philosophical and political ideas of enlightenment thinkers. This document stated that the Assembly was Committed to replacing the ancient rà ©gime with a new way with equal opportunity, freedom of speech, and a representative government Drafting a constitution was much more of a challenge then National Constituent Assembly anticipated. That added the stress of of functioning as a legislature during harsh economic times. Months on end members fought with the fundamental questions about the shape and expanse ofShow MoreRelatedThe French Revolution And The Execution Of King Louis Xvi2000 Words   |  8 PagesThroughout the beginning of the French Revolution to the execution of King Louis XVI, the people took drastic measures to create more freedom and justice for themselves. In doing this, the Catholic Church was persecuted and France was de-Christianized. The French Revolution damaged Catholic culture by trying to control the Church’s power, putting it under the control of the State and executing its members. This was excessive on the part of the French people. The way that the Church was treated duringRead MoreThe French Revolution Of France1365 Words   |  6 PagesThe French Revolution was a point in hist ory where the French had a revolution against their monarch government. King Louis XVI was the French king that was overthrown. The French were in extreme debt, almost bankrupt, and the citizens of France did not appreciate the ways Louis XVI handled their situation. They responded with a revolution. There were many important causes, leaders, and events before and after the French Revolution. Before the Revolution King Louis XV was the second to last monarchRead MoreWhat Were The Causes of The Downfall of Louis XVI- Is he fully responsible for his own downfall?1688 Words   |  7 PagesAs the tragic events of the French Revolution unfolded, King Louis XVI of France soon found himself in the centre of it and gradually became one of the victims. In the morning of Tuesday 21st January 1793, he was woken by his guards and taken to Place de la Revolution. My people, I die an innocent man were his last words to the crowd, and moments later, his head was held up to the crowd . However, what caused the end of monarchy? Was Louis XVI completely responsible for his own downfall? ThereRead MoreMain Causes Of The French Revolution996 Words   |  4 PagesThe commencement of the French Revolution arranged the country of France being at the brink of bankruptcy. Causes for this brink are easily seen. King Louis XVI and Queen Marie Antoinette, lavished money on themselves and residences such as Versailles. Queen Marie especially, over spending money and was seen as a wasteful spender. The government, found that funds were depleting due to wars in the same manner as the funding for the American Revolution. Deficit spending, a government spending moreRead MoreCauses Of The French Revolution1119 Words   |  5 PagesThe French Revolution The French Revolution of 1789 was one of the biggest upheavals in history. You may be wondering what exactly led this to happen, but there were multiple long range causes. Political, social, and economic conditions ultimately led to the discontent of many French people especially those of the third estate. The ideals of the Enlightenment brought new views to government and society. Before the revolution, the majority of France were living in poverty. Peasants were entirelyRead MoreThree Important Events During The French Revolution1201 Words   |  5 Pages10/27/2015 â€Å"Three Important Events during the French Revolution† The French Revolution is known to be one of the major events in the world history. The revolution was led by some reformers in the government who demanded some changes in the political system. The purpose of the revolution was to eliminate the power of king and the rich people who owned most of the lands, and to have a government that is elected by the citizens. Although the revolution started as a movement for government reforms, butRead MoreMarie Antoinette And Louis Xvi1611 Words   |  7 Pagesopposite reactions which is perfectly displayed in the history of the French Revolution. By the actions of growing up, Marie Antoinette had nothing to worry about as she was the heiress to the Austrian land. Married off at 15 to Louis XVI, she was given the responsibility of ruling France a much bigger country alongside her husband. Now she had more money and a husband that would do anything for her so she uses that to her advantage. Louis was a simple and innocent man; therefore Marie was able to easilyRead MoreEssay on Louis XVI506 Words   |  3 PagesLouis XVI When Louis XVI became King of France in 1774, he was only 20 years old. As the years passed, he learned how to rule better. Then he began to make changes. He abolished the age old practice of feudalism. The calling of the Estates-General was another change in the French government which he introduced. When the monarchy was abolished, he saw it as something that would help his country. All of Louis actions were attempts to achieve one goal. Louis XVI tried to please the FrenchRead MoreThe French Revolution Of 17891191 Words   |  5 PagesFrench Revolution in 1789 Introduction: King Louis XVI required cash. His money related crisis constrained the French ruler to reluctantly meet the Estates General with a specific end goal to require another land tax that would ideally settle his financial hardships. It had been basically 175 years since a last meeting of this deliberative body. That included delegates of almost three Estates: the First involved the ministry, the Second contained the nobility and also the Third involved the lowerRead MoreCauses Of The Revolution Of 1789701 Words   |  3 PagesThe Revolution of 1789 began long before the Women’s March on Versailles or the Storming of the Bastille. It was the result of decades of neglect by the French monarchy and aristocrats and horrendous financial instability. To understand how the nobility lost control of the Revolution in its early days, one must first understand why the Revolution began. The French nobility lost control of the revolution due to the economic stress placed on the people of Franc e and the inflamed ideas of the Third