The Development of William Mossop’s Character in Hobson’s Choice Essay

The Development of William Mossop’s Character in Hobson’s Choice William Mossop started off as a lodger lodging with Ada Figgins. He was shy and had no ambitions working at Hobson’s shoe shop at the bottom of the chain. At the end of the play he was ambitious, married and the joint owner of Hobsons shop. The audience sympathises with Willie the first time he appears on stage because he ‘only comes half way up the trap door’. This is because of his social standing and he feels that he is not worthy to speak to Hobson and the ‘upper class people’. As the play progresses Willie acquires a greater sense of confidence. This is shown when Willie begins to speak more and is further educated and more self-assured. Willie also gets more confident after he gets married to Maggie. Willie gradually works his way up the ladder and begins to take over Hobson’s shop. During the play, Hobson is unable to watch over the shoe shop and his daughters have all matured, moved out, and got married, including Maggie, who is married to Willie. Willie now has ambitions and these are to cre... The Development of William Mossop’s Character in Hobson’s Choice Essay The Development of William Mossop’s Character in Hobson’s Choice William Mossop started off as a lodger lodging with Ada Figgins. He was shy and had no ambitions working at Hobson’s shoe shop at the bottom of the chain. At the end of the play he was ambitious, married and the joint owner of Hobsons shop. The audience sympathises with Willie the first time he appears on stage because he ‘only comes half way up the trap door’. This is because of his social standing and he feels that he is not worthy to speak to Hobson and the ‘upper class people’. As the play progresses Willie acquires a greater sense of confidence. This is shown when Willie begins to speak more and is further educated and more self-assured. Willie also gets more confident after he gets married to Maggie. Willie gradually works his way up the ladder and begins to take over Hobson’s shop. During the play, Hobson is unable to watch over the shoe shop and his daughters have all matured, moved out, and got married, including Maggie, who is married to Willie. Willie now has ambitions and these are to cre...

History revision Essay

History- What historians chose to interpret from the surviving evidence of the past Source + Historians = Histories All historians have their own views and interests due to their upbringing hence that the process of selection and interpretation distorts our ‘knowledge’ further. Issues in historiography Training of historians Objectivity in history Oral societies and history Problems of historical research Universal history Evidence- selection Source- How? Truth- Consensuses Context/ Perspectives Selection- Who decides? Interpretation Revision Ideology- Reputation, perspective, emerging ideas, lack of evidence Language and technique- To place emphasis and how historians chose to say Methodology- How the way you put the sources? (cross-examine, verification) Facts in history History from ‘above or below’ Motive Judgement- Whose? Audience Linguistics History and Ideology- Political beliefs influence Explicit vs. Implicit Something clearly or implied Form of literature- poems, speech â€Å"What are historical facts? † – Carl Becker 1. History is subjective- personal desires and prejudices (history changes along with society’s values) 2. History is interpreted differently between people (interpreting what in the past is though) 3. History cannot be re-enacted as a series of events 4. History is written on how much the Historian can extract from the evidence and his knowledge- background, audience, purpose, motive. 5. History is pre-occupied with ‘cold’ and ‘hard’ facts and not small detail (the obvious history) Case Study: Herodotus The historian Born at Halicarnassus (485 BC – 425 BC) Exiled due to conspiring against Persians Merchant and traveller Greek Historian Cannot be free form bias (critical judgement) Educated (upper class) Harnessed ill feelings towards Persian Motive and Purpose for Writing â€Å"These are the researches of Herodotus of Halicarnassus, which he publishes, in the hope of thereby preserving from decay the remembrance of what men have done, and of preventing the great and wonderful actions of the Greeks and the foreigners from losing their due need of glory; and to put on record what were their grounds of feud† To commemorate To preserve the memory of the past by putting on record the astonishing achievements both of his and other people and more particularly. To show how they come into conflict To record the â€Å"glory† of Greeks To record stories even where truth is impossible (fantasises, legends) Inspired by Home and Hecateus Methodology and Technique Witness accounts Values Reports Sources Interests Viewpoints Evidence Books Entertainment Evidence Observations The Mind Enquiries Language and Style (words and phrases chosen, speeches, audience) Future Generations People’s viewpoint/ interpretation Memories Opinions Rumours Claims Honour Home and Hecateus Orally- entertaining Conflicting accounts Type of History Anthropology- study of mankind Ethnology Traditions, cultures and religious stories- oracles, wonders, marvels, dreams, myths, omens, sacrifices, prophecies, fables Societies- common practices Orators, politicians, demagogues, battles and warriors Polyphonic Constructed and recorded Books- customs, legends, history and tradition (The Histories) War between Persia and Greece Social and literary narrative Similar work style from predecessors (Homer and Hecateus: oral historians) Knowledge from his extensive travels Consulted witnesses and examined whenever possible and dreams, oracles and portents His opinion on plausible reports from implausible ones Intention of publishing hence being bias (perspective) Poetry (exaggeration) Impact of the historian on historiography Set a ‘standard’ no matter what (guidelines and rules) Creation of Western historical writing Include everything/ everybody Based on research Establishes historical writing as freely economic, political and diplomatic, social, sexual, religious, military or naval History as a field (social, cultural, gendered, religious, political, military An enquiry Storytelling and discipline Father of history and lies Establishes history as a mode of storytelling Post modernism Vocabulary Commemorative Divine intervention Greek pride Patriotic Remembrance Perspective of elite Greek society Broad Perspective Plethora Case Study- Thucydides The historian 460BC- 400 BC Elite, wealthy, male Early military career was cut short due to plague in Athens One of Athens’ ten generals Failing to save Amphipholis, he spends 20 years in exile. He returned at 404 BC. He has the opportunity to travel to both sides during the Peloponnesian War Age of the sophists- uses debates and rhetoric to argue issues Sceptical and rational Motive and Purpose for Writing â€Å"My work is not a piece of writing designed to meet the taste of an immediate public, but was done to last for ever† â€Å"I have written my work, not as an essay which is to win the applause of the moment, but as a possession for all time† Wrote the history of the war between the Peloponnesians and the Athenians â€Å"that it would be a great war and more worthy of relation than any that had preceded it† Does not glorify war To record Methodology and Technique High value on eyewitness testimonies Episodes of himself taking part Consulted written documents Interviews of participants Does not recognise divine interventions Modern historical objectivity Chronology- summers and winters Debates that he records From memory Sharp analysis of causes and effects Language and Style (words and phrases chosen, speeches, audience) To last through the ages Prose literature Speeches- adds realism Cross-examination Validity of their ideas on logic and rational thinking Debates Morals Type of History Political and military history Detailed writing of military, naval battles, preparation for battles, encouraging speeches by generals, effects and consequences of war Peloponnesians War Events (no arts, literature or society) War of Greeks- disputes, colonies, war, envoys Fast moving, precise, directed, decisive, carefully structured and highly analytic Strict chronological method Monologic Constructed and recorded Sophist’s speeches (used debates and arguments and counter argument, view and counter view, opinion and counter opinion) Objective Book- History of the Peloponnesian War Headlined and narrow events- military and political and diplomatic Impact of the historian on historiography Invention of a chronological way Developed an understanding of human nature explaining behaviours in such crises (plagues, massacres and civil war) instead on divine intervention History is based on logic and rational reasons and thinking Increased of accuracy and reliability of sources Sharp analysis of causes and effect Father of â€Å"scientific history†- strict standard of evidence gathering and analysing of evidence History was to learn from the past therefore making better decisions in the future Didactic- to teach Vocabulary Rhetoric of uncertainty with phrases like Devoted in evoking in detail Focus on a great historical period, a period of war Analytical No criticisms Refers to an interpretation Innovative Critical World history Case Study- Horrible Histories, Teary Deary Aim/ purpose: Entertainment, monetary, children’s interest in history Motive: Make a statement (anti-authority & context) as school interest in history is declining Methodology: Consults historians (record, writing, collecting) Have professional actors Scripts (Performance) Series on Television (BBC) Language/ style: Colourful bright colours In a humorous way â€Å"Stories about people, in dramatic situations, with jokes† Gags Imagination Impact: Refocus the presentation of history to young children From being dry and dull to with humour History is now acceptable to be shown on TV for children Information of history has changed dramatically Case Study- Bede

Chunking Breaking Tasks into Manageable Parts

Chunking (Chunk is used as a verb here) is breaking skills or information into smaller, more manageable segments in order to help students in special education succeed. The term can often be found in Specially Designed Instruction (SDIs)  as a way to adapt the curriculum in a Childs ​ IEP. Chunking Academic Tasks A pair of scissors is a great chunking tool.   Students who quit when given a worksheet with twenty problems may do just fine with 10 or 12.  Ã‚   Knowing your students is critical to making decisions how much each student can do at each step of chunking will help you make decisions about how many problems, steps or words a child will handle at each stage.   In other words, you will learn how to chunk the scaffolding of skills as students acquire them.   Thanks to the Cut and Paste commands on your computer, it is also possible to scan and modify assignments, providing broader practice on fewer items.   It is also possible to making chunking assignments part of a students accommodations.   Chunking Projects in Secondary Content Classes Secondary (middle and high school) students are often given multiple step projects to build research skills and to fully engage them in the academic discipline.   A geography class may require a student to collaborate on a mapping project, or building a virtual community.   Projects like these these offer students with disabilities opportunities to partner with typical peers and learn from the models they may provide.   Students with disabilities often give up when they feel that a task is too big to manage.   They often are daunted before they even take up the task.   By chunking, or breaking a task into manageable parts, it helps scaffold students into longer and more complex tasks.   At the same time, careful chunking can help students learn to strategize their approach to academic tasks.   This helps build executive function, the ability to intellectually structure and plan a series of behaviors, like writing a paper, or completing a complex assignment.   Using a rubric can be a helpful way to chunk an assignment.   When supporting a student in a general education setting, it is invaluable to work with your general education partner (teacher) to create structured rubrics that will support your students.   Once that is in hand, lay out a schedule that helps your student meet multiple deadlines.   Chunking and 504 Plans Students who may not actually qualify for an IEP may qualify for a 504 plan, which will provide ways to support students with behavioral or other challenges.   Chunking assignments is often part of the accommodations provided for the student.   Also Known As: Chunk or Segment