Iberian Pennisula

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The history of the Iberian Peninsula (today's Spain and Portugal) is busy with migrations, invasions, and the involvement of various people groups. For perspective, Site Timeline records the date of the appearance of Earth as 4.5 billion B.C., the extinction of dinosaurs along with the appearance of primates as 65 million B.C., the first motion picture starring Raquel Welch in 1 million B.C. (this timeline has a sense of humor), and the first anatomically modern humans appear in Africa and migrate across Asia in 10,000-100,000 B. C. In 0,000B.C., humans probably first appear in North and South America, and cave murals are first drawn in European caves.

The European History website notes that in ,000 B.C., "Neanderthal man is located at Zafarraya, southern Spain, and in ,000 B.C., "Neanderthals are still evident at Andalusia toward Gibraltar, Spain."

In 5,000 B.C., "archeological discovery of a txistu flute suggests the Basque culture existed at this time in the current territory of France/Spain/Portugal. The Basque are believed to represent the indigenous peoples of Europe and their language is not related to any other language of the world." Archaeo News shares that genetics is being used to help trace the migration of the Basque from East Africa to Asia and on to where they settled in France and Spain. The cave paintings in northern Spain are thought to be painted by the Basque. Cave art is also located in the south east coastal region of Spain. The paintings show dress, weapons, dancing, and hunting activities.

The Magdalenian culture (18,000 to 8,000 B.C.) is an example of cave and antler art, the most elaborate being in northern Spain.

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In 10,000 B.C., global warming reduced the game population, causing the people to migrate and turn to plant life and seafood to eat. The Azilian or Painted Pebble culture was located in Northern Spain at this time.

European History states that by 8,500, Spain is occupied by the Iberian Capsin culture. This culture is closely related to cultures in Africa who migrated north through Spain. Site Timeline dates 4000 B.C. for "Iberians migrate to today's Spain, from either northern Africa or central Europe."

The Metropolitan Museum website's Met Timeline shows the Iberian Peninsula having Late Epipaleolithic and Early Neolithic cultures from 6000-4500 B.C., Late Neolithic cultures from 4500-50 B.C., Chalcolithic cultures from 50-50 B.C., and Early Bronze Age from 50-1500 B.C. Also, in 4500 B.C., "the earliest farming takes place on the Iberian Peninsula as established by grains of cultivated barley found in a cave site near Alicante, Spain. Sedentary agriculture fosters cooperation among communities and the formation of villages consisting of animal pens and huts made from branches." Later, in 4500-50 B.C., "the rarity of open-air settlements suggests the continuation of a relatively mobile society. Collective burials in Iberia are found in natural caves and in a variety of artificial chambers. In Portugal, the construction of megalithic tombs is well under way."

From 50-50 B.C., Central Portugal and southeast Spain develop fortified settlements. Because of agriculture, these villages have long-term occupation. Hints of distinction between social status and rank are found within and between these communities. They used polished stone tools, made ceramics, and practiced a cult of the dead. Between 000-000 B.C., "evidence for the 'Almerian culture' is found throughout the southeastern part of the Iberian Peninsula. The preference is for open-air villages and simple chambered tombs."

The Early Bronze Age (50-1500 B.C.) and the Middle and Later Bronze Age (1500-700 B.C.) are characterized by the Met Timeline. "Across the Italian and Iberian peninsulas there are significant migrations, changes in settlement patterns, and an influx of eastern Mediterranean goods." Specifically, in 1700-1000 B.C., "the Argaric culture in southeast Spain is marked by a change in settlement patterns. Villages are moved to defensible hilltops, and houses change from round to rectangular. Instead of collective burials in chambered tombs or caves, the dead are buried individually under house floors with many burial goods indicating personal wealth."

In 1100 B.C. Phoenicians from Tyre arrive in the southern part of the Iberian Peninsula and establish a settlement at Gadir (Cadiz), followed by four other settlements. Also, the Met Timeline states, "By bartering with local populations for their mineral wealth, the Phoenicians gained political and cultural control over the indigenous communities." The Phoenicians were really the first to make contact with the Iberians. They were also a great factor in the development of the Iberians from a group of tribes into a civilized nation. The Phoenicians introduced writing to the Iberians.

The Iberian Peninsula is the focus of the Met Timeline for the years, 1000 B.C. to 1 A.D., with the dates of the Iberian Culture being 600 B.C. to 00 A.D. "In the first half of the millennium, Celtic tribes across the Pyrenees mix with the Iberians to form the Celtiberians, a large ethnographic group in the north central part of the peninsula. In the south, Iberian culture is influenced by civilizations of the eastern Mediterranean through trade and colonies established first by the Phoenicians, and later the Greeks, Carthaginians, and Romans." Site Timeline has 500 B.C. as the date when Celts begin invading and "absorb" the Iberians.

The Celts were the first "clearly definable group of immigrants from central or northern Europe."

The Met Timeline lists the following as other key dates. In 600 B.C., "Phocaeans, Greeks from northern Ionia, found a trading station at Emporia in Tartessus, a region of south Spain. Tartessus' trade with the Phoenicians and Carthaginians made it wealthy." However Tartessus collapsed in 540 B.C. after the Battle of Aleria, when Tartessus was defeated by the forces of the Carthaginians and the Etruscans.

The Punic Wars occurred from 64-01 B.C. The first Punic War resulted in the defeat of Carthage by Rome. The Carthage commander, Hamilcar Barca, established his command at Gadir (Cadiz). Barca took over Spain with its rich silver mines and built a fort at Akra Leuke (Alicante). The second Punic War began when Carthage attacks Saguntum. The Met Timeline states that "Troops led by Hannibal (son of Hamilcar Barca) cross the Pyrenees, then north over the Alps, to assemble on the banks of the Po. When the Roman general Publius Scipio lands at Emporium and Roman conquest of Spain begins. The Carthaginians are defeated at Zama. Carthage surrenders and is forced to pay an enormous war indemnity and abandon all its possessions in the Iberian Peninsula."

Finally, in 7-1 B.C., Caesar Augustus begins the Cantabrian Wars which result in Roman control over Spain and Portugal.

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Music and Language Skills development

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Jack Obeolain

Trends In Curriculum Development

Edu

Music and Language Skills Development

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The whole problem can be stated quite simply by asking, Is there a meaning to music? My answer would be, Yes. And Can you state in so many words what the meaning is? My answer to that would be, No.

Aaron Copland

I think I should have no other mortal wants, if I could always have plenty of music. It seems to infuse strength into my limbs and ideas into my brain. Life seems to go on without effort, when I am filled with music.

George Eliot

The debate over the importance of music in life and in education has been long lived. Perhaps it is the pleasurable quality of music which has made many dismiss it's importance to the overall education of a child. Perhaps the reasoning is if it is enjoyable it can not possibly be beneficial to learning. Or perhaps also many do not fully comprehend the depth and breadth of cognition involved in the musical process.

During the 180's and 10's tremendous leaps were made toward understanding how the brain functions. Through vast experimentation and study in the field of neurobiology, neuropsychology and cognitive psychology, many new theories regarding how the brain functions and how we learn were formed. Among the most interesting topics raised from amid this maelstrom of information regards music and it's affect on cognitive development. Musical education has long been supported as an integral part of a well rounded child, but until recently attempts to calculate and measure it's extra-musical affects on learning and brain development were not attempted.

Howard Gardener's groundbreaking theory of multiple intelligences has transformed educators approach to learning in the classrooms across this country and around the world. includes Musical Intelligence among the seven multiple intelligences first listed in his 18 publication Frames of Mind The Theory of Multiple Intelligences. Gardner defines musical intelligence as the capacity to perceive, discriminate, transform, and express musical forms. Gardner's theories have inspired many to explore and experiment with asynchronous learning theories and methods of teaching using multiple intelligences, including music. Gardner's theories support the idea that music can be used to teach subject matter from any pedagogy by appealing to the musical intelligence of the individual. Being a musician I can attest to the fact that although I will forget my coat in class on a cold night, or where I left my keys I can immediately recall the lyrics and music to well over a hundred songs. Information or stories in the form of song lyrics stay with us sometimes for a lifetime. Among Gardeners more recent assertions regarding his theory we find a crucial and intriguing idea

In the January 17 article, The Musical Mind, Gardner was quoted as saying that music might be a special intelligence which should be viewed differently from other intelligences. He stated that musical intelligence probably carries more emotional, spiritual, and cultural weight than the other intelligences. But perhaps most important, Gardner says, is that music helps some people organize the way they think and work by helping them develop in other areas, such as math, language, and spatial reasoning. In a January 17 publication, Gardner states that school districts that lop off music in a childs education are simply arrogant and unmindful of how humans have evolved with music brains and intelligences. Students are entitled to all the artistic and cultural riches the human species has created.(Harvey)

Beyond using music as a teaching tool studies have suggested that the mere process involved with listening to music can increase memory and improve other cognitive process, facilitate higher level brain activity and remediate neurological dysfunction. Educational methods first developed through the research of Dr. Georgi Lazanov and more popularly in America by Dr. Alfred Tomatis claim that listening to certain types of music can increase brain function and in effect make you "smarter"(Harvey) Author Don Cambell's book The Mozart Effect has done much to popularize the work and theories of Dr. Tomatis. Expecting parents and solicitous parents of young children have spent millions on books, compact discs, videos and other programs based on the principal that listening to classical music can increase IQ.

Studies have made connections between students literacy test scores and separate musical instruction. At one medium sized university it was determined through cross referencing Nelson Denny reading tast scores and enrollment records that music education majors had the highest reading test scores of any other major at the university. (Nierman) Although not conclusive this and other studies conducted using students at different stages of development have asserted that musical education seems to have a positive effect on literacy rates.

What effect does this have on the development of curriculum? Music has often in the past been considered an "extra" in regards to the regular curriculum in schools. Often among the first programs cut, music education programs have been viewed as existing in an educational vacuum. It is not difficult at all to find hundreds and perhaps thousands of reports based on scientific and statistical data that refute this idea. Music has shown itself to be a powerful teaching tool. There is evidence that learning to read music and to play an instrument increases children's brain activity and optimizes memory. Listening to and playing music has shown positive results for learning across curriculums. Curriculum developers have undoubtedly taken note of these findings and hopefully stressed the importance of music in education for all subject areas and especially for language skills and literacy. Musical education is more than expendable enrichment and should not be treated as a luxury but rather as an exercise for the mind which can improve cognitive skills in general and therefore belongs as an integral part of every students education.

Works cited

Arthur Harvey. "An Intelligence View of Music Education"

Articles from MENC State Music Educators Association Journals

http//www.menc.org/networks/genmus/litarticles.html

Glenn E. Nierman. Musical Instruction and Language Skills Development Articles from MENC State Music Educators Association Journals

http//www.menc.org/networks/genmus/litarticles.html

P.H. Wood.(10). The comparative academic abilities of students in education and in other areas of a multi-focus university. Unpublished paper. ERIC Document Number ED7480

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Procrastination

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My alarm went off. The annoying rings from my alarm clock magnified in my ears as it got louder and louder, signaling me to wake up. I had concluded my alarm was indeed evil. I quickly grabbed the devilish contraption and threw it against my wall. I felt tired. REAL tired. Of course, who wouldn't be after working the night away, and having about only two hours of sleep. I felt as if I had been doing push-ups in my sleep while spinning around a million times. My body ached and my head hurt, due to the lack of sleep and only food consumption in the last 4 hours being mainly caffeine. I knew I had to get up. I stepped into reality and forced myself to get up off my soft and warm bed. I tried hard to walk and I felt the sensation of my feet actually moving step by step, reaching for the bathroom. Of course I ran into my door and dresser before I was actually aware I was moving, or even standing, but I was up. I was up and tired. I was stressed out and sick. We thank our sponsors Procrastination.

Webster's Dictionary states that one who procrastinates puts something off habitually and intentionally. According the an online poll taken by the procrastination research group, 8% of all teenagers procrastinate on a regular basis. Of course, I am definitely one of these habitual procrastinators, characterized by the unusual sleeping patterns, unhealthy diet, unhealthy exercise patterns, high levels of stress, mood swings, constant headaches and ill feelings.

Many teenagers are aware of all these consequences, but they continue to procrastinate. But why does anyone procrastinate? This question can be answered in the book published by various professors at the U of M entitled, "Why Teenagers Procrastinate." According to these professors, teenagers procrastinate for mainly four simple reasons. Reason one poor time management. Poor time managers often think they have all the time in the world so they don't work. Too bad they're completely clueless. Reason two difficulty concentrating. I for one find it really hard to pay attention to my own work and concentrate knowing somewhere out there is the hot Ben Affleck running around looking all wonderful and stuff. When you daydream about hot movie stars, you don't work do you? Reason teenagers find the task boring. Of course they find work boring! Homework and term papers are definitely not on the top of the "Things I Must Have List". Reason four negative beliefs and fear and anxiety. Many think, "I can't do this, I'm not smart enough." And you can't be too sure if they're right. But this also slows them down. Along with fear of bad grades, failure, opinions and perfectionism also messes things up.

I unbelievably suffer from all of this. See, about one month ago I received a ten page free subject essay from my English teacher. She dually noted that this was due in one month and worth half our grade. We'd need a good grade on this essay to pass this class. And you'd think English would be a really easy subject to pass, but its not. All the verb forms and tenses and out of nowhere grammar rules really confuse me. For the reason that I'm horrible in English and the fact that I accidentally hit my teacher's car in the parking lot, I knew it would be extremely difficult to pass this class. Like climbing Everest. And I need to pass this class to be number one to take over the world. So I decided this essay had to be wonderful. Spectacular. Amazing. She would just look at it and automatically know A plus. I needed this to be good. I had to plan it out. Well, as said by Joseph Ferrari from DePaul University, you can't just give a habitual procrastinator a day planner and expect them to not procrastinator, just like you can't tell a chronic depressive to just cheer up. Me not knowing this, I quickly made a schedule I intended to follow. Turns out I followed it in no way whatsoever. See, things popped out of nowhere. I got busy. I got lazy. And when I actually attempted to work I couldn't focus. I kept thinking of severely hurting J. Lo and having Ben Affleck whisk me off to some island paradise. Adding all that wasted time together, we see my one month become one day.

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So, like many others who suffer the wrath of English, I worked the night away with my trusty caffeine foods and beverages by my side. I kept rambling on about my trip to China where I discovered a fossil bone. Believable topic right? Well, I finished around three in the morning, tired and sick to the bone. But I was actually very proud of myself and relieved. I think that was one of the best essays ever. I knew I had an A coming for me. The next day, I mean later that day, I turned in my paper happily expecting appraisal right on the spot. Well, later when I received my paper back with a D plus and the words Not your Best Effort written on it in red pen I felt angry. Two things ran through my mind. First me sticking that red pen down my teachers throat and me jumping out of the second floor window. I wanted and needed an A! I blame my evil teacher entirely, which is other effects of procrastination anger problems and denial.

The next day my D plus and I decided we needed help. We needed to get over this horrible habit. Luckily, I came across an article by the professors at the university of buffalo and academic skills center. These professors listed many ways that could help you stop procrastinating. I decided to give it a try.

Advice on how to stop procrastinating 1. Identify the problem my problem is that I procrastinate a lot. . Identify your goals, values and priorities. Well, my priority is to take over the world, my goal is to pass English class first. . Know your strengths and weakness. My strength being not doing homework and weakness is anything but homework. 4. Discipline yourself to do things on time. Discipline meaning train, not beat yourself up when you do something wrong. 5. Minimize distractions, turn off television and radio and just focus. Have everything you need with you. 6. Take short breaks when working. Short breaks being 5minutes not 5hours. 7. Stop daydreaming. Say bye Ben Affleck. 8. Stop making excuses not to work. Your grandmother does not die every two hours. . Motivate yourself to work. Find some way. You're a smart kid. Or atleast believe you are.

By taking those pieces of advice I think its helped me. I don't procrastinate as much and it seems as if ill be able to overcome this bad habit. I actually have an adequate amount of sleep at night now. And I'm not as stressed out as I was before. I still often think of Ben Affleck but I save him for more appropriate times. My anger problems are at a minimal and I eat nicely now. Not so much caffeine. Procrastination is a hard thing to get over. But I'm getting there. Atleast now in the morning I don't wake up and hurt myself or break any electrical appliances. I just turn the ringing off and start my new day.

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THe Holocaust

If you order your cheap custom paper from our custom writing service you will receive a perfectly written assignment on THe Holocaust. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality THe Holocaust paper right on time.

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STEP

Questions on information about the Holocaust

1) During what time period did the Holocaust occur?

Custom Essays on THe Holocaust

The period from January 0th 1, when Hitler became the Chancellor of

Germany, to May 8th 145 when the war ended in Europe, is referred to as the

'Holocaust'.

) Add up the numbers in the column "Jews murdered". What is your answer?

In round numbers, how many Jews were murdered in Europe during the

Holocaust?

Austria 40,000

Belgium 40,000

Bulgaria 0

Czechoslovakia 15,000

Denmark 500

Estonia 1,500

Finland 8

France0,000

Germany 170,000

Greece60,000

Holland 105,000

Hungary00,000

Italy 8,000

Latvia 80,000

Lithuania 15,000

Luxembourg700

Norway 760

Poland,850,000

Romania45,000

USSR 1,5,000

Yugoslavia 60,000

Total58, 4, 68

In round numbers, six million Jews were murdered, in Europe, during

Holocaust.

) For Germans, what was the definition of "Jewish"?

According to the Germans the following persons were considered a Jew

Anyone with three Jewish grandparents; someone with two Jewish

grandparents who belonged to the Jewish community on September 15,

15 or jointed thereafter; or was married to a Jew or Jewess on September

15, 15 or married one thereafter; or was the offspring of a marriage or

extra-marital liaison with a Jew on or after September 15, 15.

4) When were the first anti-Jewish laws enacted? Briefly summarize them.

The first anti-Jewish laws were enacted during April 1.

April 1, 1 A boycott by Nazis of Jewish shops and businesses.

April 7, 1 Law for the Reestablishment of the Civil Service- All non-

Aryans (anyone with a Jewish parent or grandparent) were expelled from

the civil service. Exceptions were made, in the beginning, for those working

since August 114,German World War I veterans and those who had lost a

father or a son fighting for Germany or her allies in World War I.

April 7, 1 Law Concerning Admission to the Legal Profession- This

Law prohibited the admission of lawyers of non-Aryan descent, to the bar

and denied permission to practice law to non-Aryan already admitted to the

bar.

April , 1 Decree Regarding Physicians' Services with the National

health-Patients that were insured by the national medical insurance and

consulted non-Aryan doctors, would not have expenses reimbursed.

April 5, 1 Law Against the over crowding of German schools-Jewish

enrollment in German high school was restricted to 1.5% .

5) Did the Nazis plan to murder the Jews? Explain.

Although Hitler made distinct references to killing the Jews in both his early

writings and in various speeches during the thirties, it is almost certain that

the Nazis had no plan for the systematic extermination of the Jews until

early 141. The decision on the systematic assassination of the Jews was

made in conjunction with the decision to invade the Soviet Union in late

winter or early spring if 141.

6) Why were the Jews singled out for extermination?

The explanation of the Nazis' ruthless hatred of the Jews rests of their bias

world view which saw history as a struggle. They saw the Jews as a race

whose goal was world domination and were therefore an obstruction to

the Aryan dominance. The viewed it as their duty to eliminate the Jews

whom they considered as a threat.

7) What did the German people know about the persecution of the Jews?

It was common knowledge in Germany that the Jews had disappeared

after they had been sent to the far East. It wasn't clear to a large population of

the Germans as to what had happened to them exactly. On the other hand,

there were thousands of Germans who participated in the Final Solution as

members of the death camp or concentration camp guards, police in

occupied Europe etc;.

8) What did the people in the Free World know about the Nazi treatment of the

Jews? What did they do about it?

The various steps taken by the Nazis prior to the final Solution were all taken

publicly and were therefore reported in the press. In every country that the

Nazis' had occupied, they found many locals who were willing to cooperate

fully in the murder of the Jews. Foreign correspondents reported all major

anti-Jewish actions taken by the Nazis in Germany. After World War II

started it was difficult to obtain information but reports were published

regarding the fate of the Jews. The response of the Allies to the destruction

of European Jewry was inadequate. Only in January 144, was 'The War

Refugee Board' started for the purpose of saving the victims. Prior to this date

Very little action was taken. On December 17, 14, the Allies issued a

condemnation of Nazi atrocities against the Jews but this was the only such

declaration made prior to 144. Therefore it is obvious that the free world did

nothing to stop the extermination of the Jews in Germany.

) Who were the Righteous Among the Nations?

Righteous Among the Nations of Righteous Gentiles is a term used to refer to

those non-Jews who aided the Jews during the Holocaust. There were

Righteous Among the Nations in every country overrun or allied with the

Nazis and their deeds often led to the rescue of Jewish lives.

10) What was the response of the churches to the situation in Germany?

Pope Pius XI was the head of the Catholic Church at the time of the Nazis'

rise to power. Throughout his rein, he limited his concern to Catholic

non-Aryans. He neither mentioned nor criticized anti-Semitism. His successor

was Pius XII (cardinal Pacelli). He was a Germanophile and he too maintained

his neutrality throughout the course of World War II. Although the Vatican

received detailed information about the murder of the Jews as early as 14,

the Pope confined his public statements to expressions of sympathy for the

victims. Although the Pope lacked in response, several papal nuncios played

an important role in the rescuing of the Jews. In Germany the Catholic Church

did not oppose the Nazis campaign. In Western Europe, Catholic clergy spoke

out publicly against the persecution of the Jews and helped in the rescue work.

In countries like Belgium, France, Italy and Holland, priests organized the

rescue of Jews. In Eastern Europe, the Catholic clergy, were however reluctant

to help. The response of the Protestant ad Orthodox churches varied. In

Germany, Nazi supporters within the Protestant Church compiled with the

anti-Jewish legislation. In occupied Europe, the situations again varied. In

several countries like Holland, France, Norway and Denmark, local churches

clergy men issued public protests when the Nazis began deporting Jews. In

other countries like Yugoslavia and Bulgaria, the Orthodox church leaders

took steps which in certain cases led to the rescue of the Jews.

Please note that this sample paper on THe Holocaust is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on THe Holocaust, we are here to assist you. Your cheap college papers on THe Holocaust will be written from scratch, so you do not have to worry about its originality.

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Goal Setting

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Everyone, no matter who they might be, has set a goal or two for themselves. As a coach for a high school swim team, I sometimes find it difficult to help my team implement goals for themselves. Although everyone just assumes that they are going to accomplish what they want by putting their skill forth, a goal will help them to obtain what they may what to achieve.

When dealing with high school students, one knows that they have busy lives. They want to hang out with friends, do well in school to provide a good future, and they want to progress on the varsity teams that they participate on. However, all of this cannot be accomplished without setting goals.

Goals can be defined as plans for the future, something that gives you direction. Goals also keep us focused on a purpose. My team, for instance, lacks motivation from time to time. By setting a group goal, all team members work together to achieve that goal while all staying motivated.

Goals can do many things for a team or a group. The first thing that they do is providing a course of action and give direction. Goals motivate members and clarify and communicate what the group is striving for. Goals define the group and help them to provide a basis to measure success and accomplishments. Goals save time and help to allot plans for the future. Goals make each member feel important and allow each person to express their own personal intentions.

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Since my team has a hard time finding motivation within them selves, I decided to give them all a lesson on goal setting. After researching the topic, I found a few steps that will help my team create and obtain their goals.

Before going over the step-by-step process, I wanted my team to learn their abc's. Now, not the abcs that we all have to come to learn since we were little. I'm taking about the abc's of goal setting. Goals should be

§Achievable

§Believable

§Controllable

§Desirable

§Evaluated

§Flexible

§Growth-facilitating

§Helpful

§Inspiring

§Justifiable

§Knowledgeable

§Listed

§Measurable

§Noticeable

§Optimistic

§Prioritized

§Quantifiable

§Realistic

§Success-oriented

§Time-bound

§Understandable

§Valuable

§Worthwhile

§Xciting

§Yielding

§all of Z above!

§(http//www.unm.edu/~sac/goals.html)

After my term learned their abc's, they had many questions on how to create and obtain these goals. Now I knew that my team was ready to learn the step-by-step process.

The first step in setting any goals is to consider what you want to achieve. Maybe you would want to win the state championship. Obviously this is a large goal. With creating a large goal comes several small goals. If wining the state championship is what my team wants to obtain, then what can they do in the next day, week, and month to achieve that?

For example, the team's first goal may be to win as many meets as they can. They may want to put in more hours of practice. I would come up with a workout that consisted of more yardage. The weight room may also come in handy.

Individually, they want to get their times down. Paying close, personal attention to each individual on the team can help the team, as a whole, to obtain his or her goals. If I know what each individual needs and wants to achieve, I can develop personal workouts. By each member of the team setting a personal goal, together they can work to obtain the larger, team goal. All of this can be done in the first few weeks.

Closer to the end of the season, tapering would come in to play. I would also have the team wear more layers, that way, when it came time for the championship meet, they would glide through the water faster with only one suit on. Also, I would have the girls consider shaving their arms.

The next thing to think about is staying on track. Even though the goals are all set, they won't develop them selves. Everyday, the team should think about how far they have come and how much further they need to go. Keep a picture in your mind of what you would want to achieve. By constantly thinking about it and visualizing the success, the more one would want to work on obtaining it.

Another thing to keep in mind is desire. If you really want something, than you need to work hard for it. If you want it, then you've really got to want it.

Finally, there are some common guidelines that one should follow when creating goals. First, set goals as a positive statement. Don't set goals because you are down on yourself. Set goals to because you want to achieve them.

Be precise with the goal. I want my team to set dates, times, and amounts so they can measure their achievement. Set priorities among all of the goals. This would help the team to not feel overwhelmed. Go after one goal at a time. This way, direct attention can be given to each goal. With this, the ultimate goal can be achieved.

I also would like my team to write their goals down. This would crystallize them and give them more force. Most importantly, I would help my team to set realistic goals. I feel that this is the most important. I also wouldn't want them to set their goals to low. By already knowing their abilities, I know what they can and cannot do. As a coach, it is important not to push them towards an unobtainable goal.

After informing my team members about goal setting, now it's time to create the goal and figure out the small goals that would help them to get closer to and achieve the larger goal. As I mentioned earlier, my team lacks motivation. By setting team goals, they will now be able to work together and keep them selves focused.

My team's goal To be the district champions.

Steps to take Talk with them about small goals. Everyone would have to work hard to get their individual times down. More time in the pool and more yardage. The weight room can also be an option. Closer to the end of the season, insert taper workouts. Increase intake of carbs and have the girls shave their arms. Wear extra bathing suits at practice in order to go faster at a meet.

If my team does indeed achieve this goal, it is important for them to take the time to celebrate and to realize how far they have come and what they have accomplished. In order to keep this going in the future, I feel that it is important to have a team meeting early on in the season to go over the potential goals. This way, we can get a head start on the season.

Michael Jordan once said, "I had always set short-term goals. As I look back, each one of those steps or successes led to the next one." As a coach, I think that the most important step in creating goals is to set many small goals in order to achieve the larger one. No matter who you are or what you are affiliated with, goals are important. If goals aren't set, desires won't be met.

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"A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination

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A Midsummer Nights Dream is one of Shakespeares earlier comedies and as with his others, he appeals to a very broad audience. In doing so, he relies upon his audience to use their imagination in obligatory ways. For example, Shakespeare simply adds a line "it is night" into his character's dialogue and the audience, upon hearing these words, is expected to "see" the darkness on stage. Utilizing this technique many times over in his plays, Shakespeare offers up the impression that he anticipates his audience's ability to use their imagination with comparative ease. In contrast, the rude mechanicals consisting of Bottom the weaver and an assembly of his friends, go into the woods to rehearse their own play (Pyramus and Thisbe) and seem to repeatedly miscalculate their audiences ability to make use of imagination.

Subsequently, Act III Scene I opens with the rude mechanicals discussing the ability of the audience to handle the character Pyramus getting killed with a sword. They do not think that the audience will be able to tolerate it, especially the ladies in the audience Therefore, the rude mechanicals solution to this difficulty is to change the scene by writing in a prologue. Bottom says, "Write me in a prologue, and let the prologue seem to say we will do no harm with our swords and that Pyramus is not killed; indeed for the more better assurance, tell them that I , Pyramus, am not Pyramus, but Bottom the weaver. This will put them out of fear." (.1. 15-1)

In contrast, Shakespeare feels no such need to coddle his audience. Shakespeare's characters uninhibitedly execute all sorts of slaughter, carnage and assassination and never once turns to the audience to say - "Oh, I am just an actor, therefore, do not be alarmed by the events on stage." It would ruin the performance and the fun, such is what happens to the rude mechanicals later when the audience is less than delighted with their performance.

Likewise, the rude mechanicals run into a predicament when they realize that there is a part in the play that requires moonlight. Unfortunately they lack the belief that the audience will be able to go along with this idea without actually seeing moonlight, so they look for a physical prop to illustrate this. One of the rude mechanicals, Snout says, "Doth the moon shine that night we play our play?" (.1) Consequently when they look at a calendar they are elated to find that the moon indeed will be out that night to light their play.

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Shakespeare, instead of depending on props at all to support his assertion of time or place, simply provides a note of this in his actors' conversations or actions. They say things like, "It is dark." or act like they are sleeping to portray night time, or to show a place characters merely make mention of it, "I am in Egypt." Another example of this is the rude mechanicals rehearsing their play in the woods. Shakespeare lets his audience know this (the stage never changes) when Quince says, "Pat, pat; and here's a marvelous convenient place for our rehearsal. This green plot shall be our stage, this hawthorn brake our tiring-house and we will do it in action as we will do it before the duke."(.1.1-5) In this way Shakespeare persuades the audience with a few choice descriptions to glimpse this wood, so green and with a thicket and trees, and not just any thicket but a hawthorn which creates a excellent picture in the spectators mind.

Again, in such a way Lysander says to Hermia early in the play when she is upset , "How now, my love? Why is your cheek so pale? How chance the roses there do fade so fast."(1.1) I can picture Hermia's paleness even today as I read the play without having to actually see it on her face. Similarly, in act II there is a narrative of the seasons that is incredibly vivid, "The seasons alter hoary-headed frosts Fall in the fresh lap of the crimson rose, And on old hiems thin and icy crown An odorous chaplet of sweet summer buds"(.1.107-110) These are visual descriptions in which everyone can relate. All have experienced the change of seasons and as a result, the audience within their imagination, becomes a part of the play encountering the seasons with the actors while gazing at the same plain stage.

In much the same way the rude mechanicals believe that the audience will experience the actions on stage as actual events and in view of this fact they seek to tone down the proceedings on stage. There is a lion in the play which Bottom and the rude mechanicals believe if he roars too loudly it will frighten audience and so they decide to restrain it. Bottom says, "I grant you, friends, if you should frighten the ladies out of their wits thy would have no discretion but to hang us, but I will aggravate my voice so that I will roar you as gently as any suckling dove." (.1.65-68) Furthermore, in this same line of thinking, both Shakespeare and the rude mechanicals belief in their audience's capacity for imagination is so strong they have no trouble considering the audience ability of envisioning a man dressed in woman's clothing, wearing a mask as an genuine woman .

As mentioned earlier, Shakespeare relies completely upon his audience to use their imagination to follow descriptions which generate images that they must accept to achieve any sort of believability in the play itself. In contrast, the rude mechanicals suspect that they must carry the audience to the image using physical elements conveyed on stage. They do not have as much faith in the audience's ability to think for themselves or suspend their disbelief for a moment to wander across a grassy meadow with an actors narrative.

Works Cited

Shakespeare, William. A Midsummer Night's Dream. Gen. Ed. Stephen Greenblatt. New York. W W Norton & Company, 17.

Please note that this sample paper on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination, we are here to assist you. Your persuasive essay on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination will be written from scratch, so you do not have to worry about its originality.

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The consequences of spanking as a form of discipline

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The issue of spanking as a form of discipline has come under harsh scrutiny in the past decade when physical discipline in some schools was still taking place. The debate took on a personal tone when one was confronted as to what their own beliefs were. Many studies have been done on the effects of spanking and other forms of physical discipline on children. These studies focus on a broad context of issues that are crucial in providing a better understanding of this topic. Other factors such as genetics, environment, parent- child relationships, and the severity of the punishment must all be considered when making a general hypothesis about this controversial topic.

Upon first mention of the spanking issue, most people initially refer to their personal experiences from childhood. Beyond the automatic recollection of how they felt about the experience, it is important to evaluate how it shaped their development. In most cases, people do not remember their experiences with spanking as positive. Individual responses differ according to the severity and the how often physical discipline was enforced. It is from these past experiences that we often draw our own conclusions regarding spanking. By considering its long term affects, either positive or negative, most people then determine their stand on this issue based on how it affected them.

Since there is no universal standard on how spanking should be done, there is a fine line between discipline and physical abuse that raises many questions. How much is

too much? In what context should it be used? Is there a cutoff age when other forms of discipline should be applied? How often can it occur before it is considered abuse?

These are just some important questions that many people, along with myself have about this issue that are hard to address due to differing personal beliefs.

Based on evidence and my own beliefs, I believe spanking is not an acceptable form of discipline. Parental figures are the most influential role models in a child's life. They provide an environment in which the child learns and mimics behaviors they are taught to perceive as normal. What lesson are we teaching them when we use physical aggressiveness to solve problems? Instead of addressing the problem in a positive non- physical way such as talking it out, time out, lost privileges, etc…, children are taught that physical behavior is acceptable when confronted with a stressful situation.

Spanking is a shortcut in resolving a problem that would have been better addressed using non- physical tactics which children can learn from and apply to similar situations in the future.

In studies examining the effect of physical discipline on children, most arrive at the hypotheses that harsh discipline promotes aggressive behavior in children. It has also been noted that inconsistent discipline further enhances this. Harsh discipline in eight year old boys was an important predictor of the early onset of delinquency (Farrington & Hawkins, 11). This is only one example of the many studies in where harsh discipline directly affects the aggressive behavior of the child, which continues to be apparent throughout life.

There is no way to monitor the way a parent disciplines a child in their own home. Even if rules were applied to spanking, it would be almost impossible to enforce them. I believe that physical discipline should not be permitted by any means. There is too much at stake regarding the normal development of our children to gamble with this sensitive issue. There are many other effective ways of dealing with discipline problems that teach the children how to evaluate a situation and then take the proper action instead of impulsively relying on physical solutions. Dealing with these problems in an alternative more positive way takes more time and effort on the parent's behalf. Many parents simply do not think they have the time, or are just following their parents' example and applying it to their own children without thinking of the long term consequences it might have.

Society as a whole needs to acknowledge that effective discipline can be enforced with out the use of physical tactics. We are led to believe that physical discipline is the most effective way based on past theories and practices that are extremely outdated and have proved to have lasting negative consequences. Through education, we can learn how to deal with discipline problems in children that do not require aggressiveness and intimidation to be effective. Through communication, parents and children are more likely able to resolve a problem than when it is not discussed and impulsive action is taken. By understanding why what they have done is wrong and why they are being punished, children come away from the situation better equipped to make decisions in the future based on what they have learned.

Although it is hard to keep this rational view in complicated situations, sometimes due a child's temperament, it is crucial rise above and realize that the child is learning from your behavior and does not have the knowledge or skills to effectively deal with a problem. Hitting and spanking only make the child and parent feel worse about themselves and do not accomplish anything except a temporary solution. In most cases the child is not sat down and explained to why they are being punished in a physical manner. Whereas in alternative methods such as grounding a child from certain activities, the child has a better understanding as to why the are loosing privileges because it often involves a more rational discussion about the problem after the fact addressing the issues.

Hopefully, more attention will be drawn to this subject so parents can look at the facts and make an educated decision on how to discipline their children. By doing so, many will realize that the most employed method is not necessarily the best. Through these alternative methods, we are contributing a positive lesson to the normal development while still applying discipline. Enough of a child's experiences in development our out of a parents' control. In an already tough world, it only makes sense to provide your children with positive, enriching experiences that will help instead of hinder their development. By not using physical tactics in discipline, parents are not only setting a good example, but are also taking a negative situation and making it a valuable learning experience that the child will carry with them throughout life.

Please note that this sample paper on The consequences of spanking as a form of discipline is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The consequences of spanking as a form of discipline, we are here to assist you. Your cheap custom college paper on The consequences of spanking as a form of discipline will be written from scratch, so you do not have to worry about its originality.

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