French Revolution Coursework Example | Topics and Well Written Essays - 500 words

French Revolution - Coursework Example Furthermore, the author discusses the cultural, economic, and social changes in France during the period, as well as France’s international relations. Robespierre and the Terror by Marisa Linton is a readable discourse on contemporary terrorism based on French history. The author is Kingston University’s Reader in History and has written widely on 18th-century French culture and politics and the French Revolution. Vividly narrating the beginning of the Great Terror mobilised by Robespierre, this engaging work provides incomparable images of apparently unreasonable acts of murder and cruelty. Linton examines Robespierre’s reformist enthusiasm, his part in the king’s prosecution and the demise of the monarchy, and his determined effort to build a modern republic. This work also discusses how Robespierre has contributed to the course of French history, influencing not only the country’s domestic life, but also its responses to overseas events. Roger Price’s Napoleon III: Hero or Grotesque Mediocrity is a historiographical analysis of the monarch and his government. Price, an Emeritus Professor of History at the University of Wales, has thoroughly worked on the history of France. In this work, he takes into consideration the mid-century predicament which gave Napoleon III the chance to acquire the presidential post. This work is very relevant to the discussion of the impact of foreign events on France during the period 1789-1906 because not only did the author explains the goals or purposes of Napoleon III, he also presents a summary of the ruler’s accomplishments and administration, his political, social, and economic influence, as well as the evolving historical views of the period. The book France 1870-1914 by Robert Gildea talks about the union of republican regime and the regaining of national self-reliance.

Business Strategic Plan and Presentation Essay Example for Free

Business Strategic Plan and Presentation Essay http://www.homeworkbasket.com/BUS-475/BUS-475-Week-5-Individual-Final-Strategic-Plan-and-Presentation Resources: Vision, mission, values, SWOTT analysis, balanced scorecards, and communication plan Write a 700- to 1,050-word section for your strategic plan in which you add your strategies and tactics to implement and realize your strategic objectives, measures, and targets. Include marketing and information technology strategies and tactics. Develop at least three methods to monitor and control your proposed strategic plan, being sure to analyze how the measures will advance organizational goals financially and operationally. Finally, recommend actions needed to address ethical, legal, and regulatory issues faced by the organization, and how they can improve corporate citizenship. Combine your completed strategic plan. This includes the vision, mission, values, SWOTT analysis, balanced scorecard, and communication plan. Your consolidated final strategic plan should be 2,800 to 4,200 words in length. Prepare three to five Microsoft ® PowerPoint ® slides in which you briefly outline the vision, mission, values, and balanced scorecard that you have developed for your business. For More Homework Goto http://www.homeworkbasket.com

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay chapter 1: Introduction Training is widely understood as communication directed at a defined population for the purpose of developing skills, modifying behavior, and increasing competence. Generally, training focuses exclusively on what needs to be known. Education is a longer-term process that incorporates the goals of training and explains why certain information must be known. Education emphasizes the scientific foundation of the material presented. Both training and education induce learning, a process that modifies knowledge and behavior through teaching and experience. The research model described here pertains to both training and education. Therefore, in this document, training refers to both processes. In contrast to informal In-house training (which is embedded in most instances of human exchange), formal In-house training interventions have stated goals, content, and strategies for instruction. Our intent is to offer a general approach to intervention effectiveness research that addresses formal training across settings and topics. Training intervention effectiveness research is needed to (1) identify major variables that influence the learning process and (2) optimize resources available for training interventions. Logical and progressive study models are best suited to identify the critical elements and causal relationships that affect training effectiveness and efficiency. In training research, it is often difficult to arrive at definitive answers. Typically, many variables minimize effects and make results difficult to interpret. Furthermore, the amount of variance attributed to any one variable is usually small.  [1]   Problem Statement To analyze the Impact of In-house Training Programs and assess their Perceived and Actual Effectiveness as Experienced by Trainees. Research Objectives Following are the research objectives: To assess the effect of environmental variables (e.g. culture, learning environment, venue and management support) on training impact To review how training impact and effectiveness can be enhanced To highlight the relationship between employee ability and In-house training effectiveness To explore how employee motivation affects In-house training effectiveness To analyze the impact of effective trainer-trainee interaction on In-house effectiveness To explore techniques to evaluate In-house training effectiveness chapter 2: Litrature Review The competitiveness of any business often rests on the quality and skills of its employees. Training can improve the performance and productivity of staff and ensure they have the skills that the business needs. Effective training may be crucial when we hire new recruits or when we change business practices or add new products. As the business grows, the skills needed for it to remain successful may change.  [2]   Training and management development activities are currently receiving increased attention in the industrial and academic communities. This emphasis is illustrated by recent figures which report that organizations spend upwards of $30 billion dollars annually for training programs involving 15 billion work hours (Huber, 1985).  [3]   The purpose of training and development can be said to be that of acquiring, developing and retaining the stock of human capital needed for an organization to conduct its operations. In the most general sense, it is carried out purposively in order to improve work performance. Training, therefore, refers to the companys planned and systematic efforts to modify or develop the knowledge, skills and attitudes of their employees through learning experiences. As an activity, it spans many boundaries, including the distinction between education and training, on-the-job and off-the-job training, as well as formal and informal training through work experience. Training invariably represents investment by a company in its employees. At the very minimum, the orientation of new employees to the specifics of the company requires time and close supervision. Most likely, the company will continue to sponsor the further development of employee competencies and expertise. General training improves both the employees internal and external position in the labour market, and is thus generally perceived by employees as a supportive act on the part of the company an act that is reciprocated through increased commitment, independent of the particulars of the employment relationship (Gaertner and Nollen 1989; Meyer and Allen 1997). Given the value of training to employees, sponsoring training can be seen as an act of gift giving on the part of the company. Even training in company-specific skills contributes to the employees attachment to the company (Levine and Tyson1990). Returns on any training investment depend greatly on employee retention. While specific training is often considered to be unique to a firm and therefore of little use to competitors, the enhanced productivity of general training is of great value to other firms. Generally trained employees are likely to be poached by competitors who are able to offer higher wages. Another problem with training arises should employees not be willing or motivated either to acquire new skills or to apply their newly learned skills at the workplace. When In-house trainings are effectively conducted, the management of a companys human resources entails a comprehensive assessment and matching of the skills attainment of the labour force and the skills requirement of the economy. By providing people with the necessary skills and training they need to do their job, effective human resource management, among others, can promote employment growth, address skills shortages and improve flexibility, all contributing to both employee and company needs.  [4]   Businesses often decide that in-house training is the most cost-effective way to improve the skills of their employees. This is because: (1) training can be scheduled at their convenience, (2) training is more focused, consistent and relevant to their needs, (3) travelling and accommodation costs are reduced or even eliminated.  [5]   In-house training can take several forms, for example: (1) a training programme designed and carried out by a company, (2) an off-the-shelf training programme bought from and run by a training specialist, (3) a training programme tailored to a companys needs and managed by a training specialist, (4) an Internet-based training course or (5) an informal, on-the-job training. Formal in-house training, if properly planned and executed, can be highly flexible and cost effective. Positive reactions of trainees, learning, and behaviour change, and improvements in job-related outcomes are expected from well-designed and administered In-house training programs. However, the attitudes, interests, values, and expectations of trainees may attenuate or enhance the effectiveness of training.  [6]   Ensuring that the company has the human capital it requires implies that it needs to invest heavily in the skill and training of its workforce, particularly company specific training. In doing so, companies incur considerable risk. The efficiency of the training investment will depend on the cognitive skills and the motivation of the employees to acquire new capabilities. Flanking training with selectivity practices ensures that trainable employees are hired (i.e. the person-organisation fit is maximised). Through the use of stringent selection procedures the company can take steps to ensure that the profile of employees is such that they are willing to share with the firm the costs and benefits of training as well as being likely to respond well to and learn quickly from training opportunities provided. To this end, the selection of employees that are favourably evaluated for training potential helps to ensure that the companys return on training investment is maximised. Training incentives flanked by performance incentives reward the acquisition and the application of skills. Once recruited, it is imperative that the employee becomes well attuned to the companys expectations for developing skills and experience. To this end, flanking training with guidance practices contributes greatly to the fulfilment of this vital function by providing the employee with a training perspective. Training that is specific to the employer may be of little value outside the particular company, but general expertise and experience will undoubtedly improve the labour market position of workers. Consequently, the sponsoring of training involves a considerable loss, should the employee decide not to stay with the company. From the perspective of the firm, the provision of training has the negative effect that the employee is rendered more valuable to other firms and thus increases the risk of undesired turnover of highly skilled employees. Relational signals increase the attachment of employees and thereby compensate the negative side effect of training. Finally, by applying guidance practices employee attachment can be strengthened through the potential of these practices to integrate employees within the social milieu of the company. A frequent criticism of research on In-house training is its susceptibility to fads and its generally a theoretical approach (Goldstein, 1980; Hinrichs, 1976; Wexley, 1984). Researchers have frequently attempted to increase the effectiveness of training through a focus on techniques. Special attention has also been paid to the arrangement of training environments (Wexley, 1984). But without a theoretical basis for studying the techniques and the training environments, researchers are often at a loss either to explain why they are effective or to predict their effectiveness in other settings or for other trainees (Noe, 1986).  [7]   Professional development literature has consistently stressed the continuing part of continuing education. Since the 1980s, staff training researchers and practitioners have talked about ongoing training. They have urged follow-up sessions in the weeks and months after workshops to sustain new practices. They have preached the importance of encouraging and supporting trainers (through in classroom coaching by trainers and peer leaders) to continue learning and implementing new knowledge and skills, lest the momentum for change be lost (Bents Howey, 1981; Joyce Showers, 1983; Sprinthall Sprinthall, 1980).  [8]   Why is it so difficult for organizations to effectively conduct internal training? There are many reasons why internal workshops or seminars arent productive. Consider the following example. Two managers in a major accounting firm were getting ready to conduct an in-house training session to introduce a new company initiative. The managers worked diligently to gather material and to put together excellent content for the handouts. They were covering a lot of valuable material, but the handouts were getting voluminous. When asked by an outside consultant why they had so much material, the team leader responded, We have so much material to cover in the seminar there is so much the participants have to understand. Then the question was asked, How are you going to engage or involve the participants in the seminar? A blank stare followed, then finally, We havent really thought much about that. We were too busy getting the materials together. How would we get them involved anyway?  [9]à ‚   It cannot be expected from trainers to teach what they do not know, nor is to use yesterday training to prepare todays employees for tomorrows future. We certainly cannot expect trainers to share and learn from each others knowledge and skill unless they r provided with the research, structures, time, and money with which to do it. Ultimately, quality staff development benefits employees by channeling the talents and expertise of all the companys employees in all the companys department. By improving staff development trainers help all employees to reach the high levels of achievement they need to succeed. As a lead-trainer one must acknowledge the importance of engaging people. People learn more when they are engaged. They are more connected and enthused when they are participating. Imagine thinking you could learn how to play golf simply by watching a golf video or reading a book on the perfect swing. The trainer has to DO IT and get feedback and then try it again. He has to participate.  [10]   An In-house trainer however may need training in: (1) presentation/speaking skills, (2) generating rapport/interest, (3) dealing with difficult trainees, (4) types of learning, (5) course and session design/planning skills, (6) evaluation, monitoring and feedback skills, (7) measuring the effectiveness of training, (7) setting up support for employees after training and conducting training needs analyses.  [11]   Evidence exists that the preference for outsider training is the result of managerial responses to (1) the contrasting status implications of learning from internal versus external competitors, and (2) the availability or scarcity of training in-house training is more readily available and hence subject to greater scrutiny, while external training is scarcer, which makes it appear more special and unique. It can be concluded by considering some consequences of the external training preference for organizational functioning.  [12]   The two dilemmas on the employee and organizational levels are closely interrelated. On one side, the benefits of training accrue only to the extent that employees contribute to the organization. Thus, a firm should take into account how it expects a training program to affect employee effort as well as employee turnover. On the other side, trained workers produce at higher rates, which in turn may affect how much they contribute and how often they migrate to other firms in comparison with untrained workers.  [13]   Individual differences can potentially influence the type of training conducted as some individual attributes may engender greater trainability in general or for specific types of training. Intelligence and other abilities have been found to relate to trainability in some instances (Bale, Rickus and Ambler, 1973; Gill, 1982; Williams, Sauser and Kemery, 1982). Further, initial training has been used to predict later training performance (Gordon and Cohen, 1973). More recently, researchers have begun to examine motivational and personality factors that potentially influence trainability (Tubiana and Ben-Shakhar, 1982). Noe (1986) presented a model of the potential influences of such individual difference factors as locus of control, expectancies, and career and job attitudes on training effectiveness.  [14]   Qualitative improvements may be just as important. This could include higher quality goods and services, better teamwork, fewer customer complaints and greater innovation within your business. Employee feedback is a critical component of assessing In-house training effectiveness, Employees need to be asked: (1) if the training was relevant to their job and their level of expertise, (2) how they will put their learning into action for feedback on the training method, (3) what worked and what didnt, (4) what could be improved. We need to remember that the business expectations may not be the same as employees expectations. Training assessment or evaluation forms may also prove to be useful here.   One way organizations gain tacit knowledge is through social ties to other organizations, that is, through networks. Networked organizations are those that are cosmopolitan, externally oriented, and characterized by multiplex, non-redundant affiliations. With respect to the workplace, the information that flows through networks can include knowledge about the performance effects of work reform, the benefits of bundling, and tactics to persuade managers and employees that innovation is beneficial. Recently there has been a proliferation of studies emphasizing the role of networks in In-house trainings (for example, Nohria and Gulati 1994; Strang and Soule 1998). By enhancing access to knowledge, networks promote awareness and early adoption of an innovation. By promoting social interaction, they generate trust and norms of reciprocity-social capital-that are conducive to knowledge transfer.  [15]   When it comes to in-house trainings one variable, of course, is organizational size. Explanations for why large organizations provide more training are: Large organizations have formalized job structures, have internal labour markets, are more unionized, and operate in environments that encourage investment in training. Available evidence indicates a positive relation between organizational size and job training at both the establishment and firm levels (Cohen and Pfeffer 1986:14; Barron, Black, and Lowenstein 1987). Some research suggests a curvilinear relation, with the smallest and largest employers providing the most training (Brown, Hamilton, and Medoff 1990:54-55). Barron et al. (1987, 1989) found that five training activities (e.g., hours of instruction given to new employees by managers, supervisors, and co- workers) increased nonlinearly with the number of employees (logged) and the existence of subsidiaries outside the local area.  [16]   Although little theory or research exists on environmental influences on In-house training, it is likely that companies would provide more employee training when skilled workers are harder to hire and where resource dependencies permit the diversion of resources from production. Thus, resource-rich organizations confronting rapid technological advances, intense domestic and international competition, and high demands for skilled labour may invest in improving their current employees skills (as well as in pirating from other organizations trained workers holding comparable positions).  [17]   The best seminars allot blocks of time where participants are working in smaller groups on specific tasks. They are given a set of open-ended questions to consider. For example; What are the greatest strengths, opportunities and challenges we face over the next six months? Each mini-team can think about and discuss these important questions and then report back to the larger group. In turn, the trainer facilitates and assimilates this information and displays it for all to see.  [18]   Between the components of initial instruction and trainee behaviour, some degree of learning has taken place. The learning is exhibited by trainees in some initial behaviour or response which the trainer can observe. Trainee behaviours at this point might be the first trials of the new behaviour, understanding of the information presented, or other response to exhibit learning of training material. The behaviour depends on trainee attributes and motivation, as described by Noe (1986) and tested by Noe and Schmitt (1986), and on learning principles incorporated into the training program, such as are described in texts on training (e.g. Goldstein, 1986; Wexley and Latham, 1981). CHAPTER 3: METHODOLOGY Primary Data: Sample Respondents were drawn from banks in both private and public sector. In order to study the existence of In-house Trainings and their effectiveness it was important to cover banks from both the sectors. Study of banks from just one sector wouldnt have provided the complete picture. The attitudes and work ethics also vary among private and public sector banks. Private sector in Pakistan employs some of the best talent available in the country thus they are more aware of latest concepts and are willing to implement changes however, the public sector is more about stability and sticking to the rule book and change is only considered necessary when there is no choice left. Since the primary aim of the study was to study the Impact of In-house Training and their perceived effectiveness, banks with varied work ethic and objectives were selected. As much as it is a matter of which industry the banks belong to it is also about the systems they have developed overtime to perform in the modern business world and how they are planning to go forward as they grow. Questionnaires were distributed to all officer level employees during the research. A total of 50 valid responses from 2 banks were used in this study. The actual population is Lahore and the working population is the employees of two banks i.e. Bank of Punjab and Faysal bank. The response rate was high because the participants willingness and interest in the survey. The respondents were mostly well qualified with at least a Masters Degree in their relevant field. Measures Preference scales were setup for questions using a five point Likert rating scale (1 = Very Dissatisfied, 5 = Very Satisfied). The questions were created primarily keeping the literature review as a reference and were validated by the interviews from senior managers along with the perception of employees and regarding the subject of In-house trainings. Data Treatment The Likert scale based questions were analyzed using statgarphics plus 5.1 where multiple regressions were run of the independent variables with one dependent variable. Text from extensive interviews was utilized to justify variable intensity selection and also to know their views on issues related to Training and Development initiatives and their effectiveness. Secondary Data: Internet Internet was mainly used for material pertaining to the literature review and findings of this research project. This included information about motivation, training and development previous research conducted by famous researchers, definitions and theories used as reference in this project etc. The main problem faced in collecting data from the internet was the lack of local data available. No real information was available about current training and development practices going on in Pakistan and what their effects were. Scope To analyze the impact of In-house Trainings and to assess how they can be made more effective and to observe the effects of variables like company environment, culture, trainee learning ability and his or her motivation to learn from In-house Trainings. Limitations The thesis, off-course, has some limitations. First, the sample is relatively small, which limits the significance of the results. As the research is dependent on questionnaire, so individual concerns in filling out questionnaire honestly is a limitation. Sample size was restricted to 50 participants from 2 different banks. Second, there are obviously several other factors that could also play a role in the observed effectiveness of organizational training. For instance, two additional steps commonly listed in the training development and evaluation sequence, namely (a) developing the training objectives and (b) the actual presentation of the training content was excluded. Finally, this thesis focused on fairly broad training design and evaluation features. Although a number of levels within these features were identified previously and examined, given the number of moderators that can be identified (e.g., trainer effects, contextual factors), it is reasonable to believe that there might be additional moderators operating here that would be worthy of future investigation. Independent Variables Independent variables are the manipulated variables-that is, the training inputs and activities that are implemented and studied. They are presumed to cause or influence certain training outcomes. Depending on the study, independent variables could include timing, format, and location of training as well as modifications to the training rationale, content, or educational approach under study. Dependent Variables Dependent variables are the intended aims of training, which are expected to result from exposure to the independent variables. As exposure varies, results may differ, allowing effectiveness to be measured. Sample outcomes of training include participant satisfaction with the course; changes in knowledge, attitude, and behavioural intent; and demonstrated skills or abilities. Sample impacts of training include the following: diffusion of course material into the field, retention of knowledge and attitudes, transfer of behavioural intent into practice, application of learned skills and abilities, transfer of training to new populations, and acceptance of instructional content as normal operating procedure. Theoratical framework A theoretical framework is a conceptual framework as to how one theorizes or makes logical sense of the relationships among the several factors that have been identified as important to the problem. It seems intuitively obvious that an employees work attitudes influence preparation for a particular training program, or that an organizations reward system may affect the extent to which trainees use their newly acquired knowledge and skills. However, these and other variables have been given little attention in the training literature, and training researchers in particular have not focused much attention on factors outside the learning or training environment. In fact, individual and work-related factors that are not directly associated with training have only recently been empirically studied.  [19]   The framework helps us analyze the impact of independent variables like trainees ability and motivation to learn, impacts of the work environment, the organizations learning culture, implementation, content and design of the trainings and the training impact and effectiveness which is dependent variable. Theoretical Framework Flow Work Environment Trainees motivation to learn Trainees ability to learn Training Impact and Effectiveness Training Implementation Content and Design Trainer-Trainee Interaction Organizational Culture Operational definitions of variables: Organizational culture: Organizational culture is the personality of the organization. Culture is comprised of the assumptions, values and norms of organization members and their behaviours Trainees ability to learn: Trainees ability to learn is the trainees performance in a training program, which can be measured by asking trainees to recall trained materials immediately or shortly after completion Of a training program. Training implementation: To put training program into effect according to definite plan or procedure is called training implementation. Trainees motivation: Trainees motivation refers to an individuals desire to engage in training activities and fully embrace the training experience. Content and design: Content and design with reference to training can be defined as the material which is provided to the trainees as well as the structure of the training program which is carried out. Trainer-trainee interaction: Trainer-trainee interaction is defined as how the trainers give instructions to the trainees and get feedback from them in terms of questions or answers if any, by the trainees. Work environment: The work environment is comprised of the physical location, equipment, materials processed or used, and the activities of an employee while engaged in a training program. Hypothesis Ho: trainees ability to learn does not affect training impact and effectiveness H1: trainees ability to learn does effect training impact and effectiveness Ho: trainees motivation to learn does not affect training impact and effectiveness H1: trainees motivation to learn does effect training impact and effectiveness Ho: work environment has no effect on training impact and effectiveness H1: work environment has effect on training impact and effectiveness Ho: trainer trainee interaction has no effect on training impact and effectiveness H1: trainer trainee interaction has effect on training impact and effectiveness Ho: organizational culture does not affect training impact and effectiveness H1: organizational culture does effect training impact and effectiveness Ho: content and design does not affect training implementation and effectiveness H1: content and design does effect training implementation and effectiveness Chapter 4: RESULTS AND ANALYSIS The thesis sites that the companies observed have had difficulty assessing trainings effectiveness. To begin with, the findings were based primarily on the respondents personal experiences and common sense. Little can be said about the direct impact of training, regardless of the respondents perceptions about the value of training. One thing which is clear from the study is that the training question goes beyond how much is spent. Simply because an organization spends a certain percentage of its payroll on training does not tell us whether that money is well spent. The interviews and research review has revealed at least two general factors beyond training content, design, and implementation that probably influence the effectiveness of training. Dependent variable: impact and effectiveness

Free Essays - Tough Times in The Shipping News :: Shipping News

Tough Times in The Shipping News People in society tend to face many challenges that occur in their lives. Some of these challenges can affect people's lives in a positive way or a negative way. If they face their challenges in the negative way, they will suffer for a long time. Having confidence in themselves is considered the best way to overcome the suffering they have in their lives. In the novel, The Shipping News, by Annie Proulx, Quoyle deals with many difficult challenges along his life journey by suffering from bad childhood experiences which led him to have a low self confidence, falling in love with the wrong person that made his life miserable, and raising his two children on his own without getting any support from his wife. Quoyle experiences a lack of self confidence during his life journey that makes him think wrong of himself. He has never seen one happy day in his life since the day he was born. One of the main experiences he had to go through was his childhood. Quoyle was not treated as a son by his family since he was a child. He believed that he had been given to the wrong family. "Until he was fourteen he cherished the idea that he had been given to the wrong family, that somewhere his real people, saddled with the changeling of the Quoyles, longed for him." (Proulx, Pg 2). This shows how Quoyle's confidence started dropping since he was a little boy. In most times, Quoyle's father would always put him down on anything he says or does. This issue is considered one of the reasons for causing low self confidence in Quoyle. For instance, Quoyle's father is knows as an aggressive parent that only cares about himself and his satisfaction when he forces Quoyle to swim without teachin g him or fearing about his life. This statement is proven when it is said in the novel, "Quoyle feared water, could not swim. Again and again the father had broken his clenched grip and thrown him into pools, brooks, lakes, and surf." (Proulx, Pg 2). This quote indicates how bad a father can be treating his son in a horrible way where his son is close to death.

Mechanisms of Motor Development Essay

The mechanisms involved in motor development involve some genetic components that determine the physical size of body parts at a given age, as well as aspects of muscle and bone strength. The main areas of the brain involved in motor skills are the frontal cortex, parietal cortex and basal ganglia. The dorsolateral frontal cortex is responsible for strategic processing. The parietal cortex is important in controlling perceptual-motor integration and the basal ganglia and supplementary motor cortex are responsible for motor sequences. Nutrition and exercise also determine strength and therefore the ease and accuracy with which a body part can be moved. Flexibility is also impacted by nutrition and exercise as well. It has also been shown that the frontal lobe develops posterio-anteriorally (from back to front). This is significant in motor development because the hind portion of the frontal lobe is known to control motor functions. This form of development is known as â€Å"Portional Development† and explains why motor functions develop relatively quickly during normal childhood development, while logic, which is controlled by the middle and front portions of the frontal lobe, usually will not develop until late childhood and early adolescence. Opportunities to carry out movements help establish the abilities to flex (move toward the trunk) and extend body parts, both capacities are necessary for good motor ability. Skilled voluntary movements such as passing objects from hand to hand develop as a result of practice and learning. Mastery Climate is a suggested successful learning environment for children to promote motor skills by their own motivation. This promotes participation and active learning in children, which according to Piaget’s developmental theory is extremely important in early childhood rule.

Macbeth’ explores ambition and its consequences Essay

‘Macbeth’ explores ambition and its consequences and I am going to show how he successfully portrays this exploration and where in the play examples of this can be found. In scene three of act one, the witches for the second time in the play are seen. This time they are bragging about their unnatural actions and their powers over the human world. Macbeth and Banquo appear on what Macbeth describes as an unusually, â€Å"†¦foul and fair day.† A foul day would be commenting on the weather but a fair day since they have just been triumphant in a defeat in battle. This description of the day by Macbeth could also mean something else too. It could also represent what is about to happen as well. Fair prophecies are to be told soon, but at the same time they may turn out to be foul. When Macbeth and Banquo confront the witches, they are unsure of what or who they are. Unsure of whether they are mortal or immortal due to the things they are saying and how they appear since they have beards like men. This can be seen when Banquo says, â€Å"†¦What are these,/ So withered, and so wild in their attire,/ That not look like th’ inhabitants o’ th’ earth,/ And yet on’t? Live you, or are you aught/ That man may question? You seem to understand/ By each at once her choppy finger laying/ Upon her skinny lips. You should be women,/ And yet your beards forbid me to interpret/ That you are so.† Then each of the witches hail Macbeth in three different ways. The first is Thane of Glamis. The second witch, Thane of Cawdor. The third witch hails Macbeth and speaks of him as King of Scotland thereafter. Banquo then questions the witches as to what they have to say to him. The first two witches build up to the third witch’s comment that Banquo’s descendants will be kings. After this, Macbeth begins to question the witches for more information as to how these prophesies are to come true and how they know this information. All of a sudden the witches vanish into thin air leaving Banquo and Macbeth to talk about what has just happened and what has been said. Ross and Angus (two of Macbeth’s men) arrive and tell Macbeth of his elevation to Thane of Cawdor, and that the former thane is to be executed for treason. Macbeth and Banquo are in disbelief after being told this since what the witches have told them is really happening. Macbeth is now intent in believing he is to be king due to this occurrence of him becoming Thane of Cawdor. Banquo warns Macbeth that evil is at work even though such good things are being predicted and happening. Banquo is sure there is something sinister behind it all. Macbeth doesn’t want to hear what Banquo is telling him and begins to imagine what King of Scotland would mean for him. Macbeth and Banquo decide to let future take care of itself and agree to discuss this matter at a more convenient time. It is already clear that the two men aren’t in agreement about the situation. Macbeth believes what the witches have told them, since part of what they have already said has come true. Banquo on the other hand is doubtful about what is happening and believes something evil and sinister is happening. Banquo is thinking logically and being very conscious about the current situation. Already ambition and temptation is effecting Macbeth’s actions and thoughts. Doubtfulness and a disagreement in opinion is the only thing challenging their relationship so far but it could get a lot worse. At this point the reader may feel that Banquo is trying to tell Macbeth to not read too deeply into these prophecies told by the witches since they are believed to be evil by him. But on the other hand Banquo may be regarded as jealous towards Macbeth about his good fortunes that are occurring. I think Banquo being regarded as jealous, is thought of more by Macbeth rather than the reader. Macbeth may see Banquo as a threat since his descendants may challenge Macbeth’s position in years to come when he believes he shall be king of Scotland. Macbeth’s ambition within this scene has not yet caused consequences but may do in later scenes to come. When Macbeth enters and Lady Macbeth explains to him what her plans are of killing the king Macbeth does not appear as enthusiastic about the idea and is hesitant. He immediately explains that Duncan will be departing next day. But Lady Macbeth simply says that he shall not see tomorrow and to leave the plans to her. It is understandable for Macbeth not to be all that enthusiastic about the idea of killing the king due to many aspects. These aspects include, Duncan being a relative of Macbeth’s, the potential of being caught, and also a matter of killing someone just to steal a title which belongs to an ally of his. Ambition from Lady Macbeth seems to be a threat towards Macbeth. Her violent, blistering soliloquies in act one, scene five, testify to her strength of will, which completely eclipses that of her husband. The witches are the cause of Lady Macbeth’s actions and ideas. Their prophecies have so far influenced both Macbeth and Lady Macbeth, although Lady Macbeth considerably more so at this point within the play. In scene six Duncan arrives at Macbeth’s castle and is greeted warmly by Lady Macbeth. A very false greeting since the thoughts and ideas running through her mind are far more different than what she is expressing to Duncan in greeting him. This is false sense of security from Lady Macbeth towards Duncan. Ambition is feeding this false sense of security from Lady Macbeth towards Duncan since this is part of her plan to kill the king. Scene seven begins with Macbeth debating to himself the options he has in murdering or not murdering Duncan. He says that the deed would be easy if he could be certain that it would not set in motion a series of terrible consequences. He then considers the reasons why he ought not to kill Duncan. The reasons include: Macbeth is Duncan’s kinsman, subject and host. For someone to be related to and host someone else, then murder them is seen upon as inconceivable. He then comes to the decision to not kill Duncan since the only thing to ‘drive’ his actions of killing the king would be his ambition, which he sees as an unreliable guide. Lady Macbeth is now expressing outrage towards Macbeth and trying to gain sympathy from him towards her since she has just told him that he is not providing her with enough love just because he won’t kill Duncan. This is a very desperate resort that further expresses Lady Macbeth’s character towards the audience. Ambition is driving her evil actions. As Macbeth begins to waver after Lady Macbeth’s insults towards him, she then explains her plan. Immediately after she has explained her plan, Macbeth is surprised by her well thought out plan and her boldness/attitude. He then decides to proceed with the murder. Lady Macbeth’s attitude and ambition is influencing Macbeth to such an extent as to change his feelings and ideas towards the subject. This emphasises the power of ambition expressed from one person towards another. The witches’ prophecises and Lady Macbeth’s ambition together have made Macbeth’s ideas and opinions change complete ly. In act two, scene 1, Banquo and Fleance are walking along the hall way of Macbeth’s castle. Banquo tells his son, Fleance, about him being unable to sleep properly due to cursed thoughts and dreams. This shows that the three witches are having an effect upon Banquo. When Banquo and his son are confronted by Macbeth in the hall way, Banquo speaks of the witches telling some truth. Macbeth replies in an innocent way and says, â€Å"I think not of them./ Yet when we can entreat an hour to serve,/ We would spend it in some words upon that business†¦Ã¢â‚¬  Macbeth is telling Banquo a blatant lie about his thoughts and feelings about the witches. Macbeth tells Banquo that he has thought nothing of them since the night they both confronted them. They then both agree to talk about the subject of the witches and their prophecies at a later time. Lady Macbeth’s plans have made Macbeth lie to his own friend and a great friend of that who he fought with side by side in battle. If Macbeth had told Banquo the truth in that he had been thinking about the witches a lot of the time, Banquo may suspect something when the king is killed in Macbeth’s own home and then Macbeth becomes king! Banquo’s knowledge of the witches’ prophecy makes him both a potential ally and a potential threat to Macbeth’s plotting. For now, Macbeth seems distrustful of Banquo and pretends to have hardly thought of the witches, but Macbeth’s desire to discuss the prophecies at some future time suggests that he may have some sort of conspiratorial plans in mind. The appearance of Fleance, Banquo’s son, serves as a reminder of the witches’ prediction that Banquo’s children will sit on the throne of Scotland. We realize that if Macbeth succeeds in the murder of Duncan, he will be driven to still more violence before his crown is secure, and Fleance will be in immediate and mortal danger. Ambition and determination from both Macbeth and Lady Macbeth will drive someone to killing Fleance or Banquo or even both at some point since these characters are potential threats in preventing Macbeth to remaining king of Scotland. As soon as Macbeth and Fleance depart and leave Macbeth alone, Macbeth imagines that he sees a dagger leading/pointing him in the direction to Duncan’s room. Macbeth tries to grasp the weapon and fails. He wonders whether what he sees is real or a, â€Å"A dagger of the mind, a false creation,/ Proceeding from the heat-oppressed brain?† Macbeth decides that the vision of the dagger was simply a manifestation of his unease over killing Duncan. It is obvious that Macbeth is not overly confident nor enthusiastic about the matter of murdering Duncan but his ‘lover’ has literally forced him into this position through mockery and ambition. As Macbeth hears the signal of the bell rung by Lady Macbeth he heads off to the king’s room and commits the murder and says, â€Å"I go, and it is done./ The bell invites me./ Hear it not Duncan, for it is knell/ That summons thee to heaven or to hell.† This is Macbeth’s concluding speech before going on t o commit the murder of Duncan. In act two at the beginning of scene one, Lady Macbeth is waiting for Macbeth to return, is found contemplating to herself about drugging the king’s guards and congratulating herself as to how bold she is to carry out such actions. She also asks herself what gave her such courage, evil or sinister spirits perhaps as she asked for earlier on in the play? She says this at the beginning of scene two act one, â€Å"That which hath made them drunk hath made me bold;/ What hath quenched them hath given me fire./ Hark! Peace!† She obviously doesn’t want anyone else to hear what she is saying since she appears startled when Macbeth enters. Macbeth appears dazed and obsessed with thoughts of damnation after committing the murder. Lady Macbeth notices the blood drenched daggers within the hands of Macbeth’s. She tells him to pull himself together after this dreadful mistake and also shouting, â€Å"Who’s there? What ho!† Lady Macbeth warns Macbeth that he may have woken the guards after that silly act of shouting and tells him to return the daggers to the guards as planned. Macbeth refuses and so Lady Macbeth places the daggers next to the guards herself. Effects of shock and disbelief are gradually setting into Macbeth and this can be seen by his type of language spoken. This can be seen when Lady Macbeths tells him to return the daggers and he replies, â€Å"I’ll go no more./ I am afraid to think what I have done./ Look on’t again I dare not.† Macbeth appears to be unable to face up to what he has done, not even to himself, and is ashamed of himself after carrying out the murder. He is in shock and in denial over the whole situation. Macbeth appears scared and frightened of his own actions and all of this because ambition from Lady Macbeth and Macbeth. As the two go to wash their hands and prepare to get changed into their night clothes there is a knocking on the door of the castle and the murderer and his accomplice frantically get changed so to enable no one to suspect them as the possible murderers. The effect on Lady Macbeth after her trip into Duncan’s bedroom is particularly striking. She claims that she would have killed Duncan herself except that he resembled her father sleeping. This is the first time Lady Macbeth shows herself to be at all vulnerable. Her comparison of Duncan to her father suggests that despite her desire for power and her harsh chastisement of Macbeth, she sees her king as an authority figure to which she must be loyal. Also after the murdering of Duncan an important aspect to remember is that physical evidence can be washed away, like the blood to be washed off the skin of the hands, but emotional and mental feelings cannot be so easily removed and disposed of. This can be seen a little later in the play when Macbeth begins to act disturbingly and struggles to hold in his feelings. In the first scene of act three, Banquo is summing up the current situation. He has now witnessed two of the witches prophecies coming true, why not the next? If the next prophecy comes true that means Banquo’s descendants shall become king. Ambition and hope is now feeding Banquo’s motivation towards believing that the next prophecy shall come true. Macbeth and Lady Macbeth are now attempting to put Banquo’s mind at ease by inviting him to a feast. Doing this they hope to prevent Banquo getting suspicious about the murder of Duncan and so not think it was Macbeth and Lady Macbeth who were involved in the murder. If they both tried to avoid any sort of contact with Banquo, it would seem suspicious and suspect since he is such a good friend of Macbeth’s. Macbeth goes onto tell Banquo that they must discuss the problem of Malcom and Donalbain fleeing and therefore possibly intending to plot against the crown. So far, Macbeth is covering is guilt very successfully and appearing genuine and true towards Banquo. A false sense of security is given from Macbeth towards Banquo. When Banquo departs, Macbeth remains on stage and begins a soliloquy. The soliloquy is of Macbeth’s thoughts about Banquo and the threat he holds with Fleance too. He speaks of how he may have killed Duncan only for their sake in the future to come. He fears killing Duncan has assisted them in becoming king a lot sooner than Macbeth wants. Macbeth’s best friend is now is worst threat. Banquo and Fleance are a great threat towards Macbeth’s position of kingship. Macbeth’s and his Lady’s ambition for wanting everything and nothing but the best in kingship is beginning to have its consequences. Macbeth now knows he must get rid of both Banquo and Fleance so to prevent any such threat remaining towards Macbeth and his position as king of Scotland. He speaks with two murderers to whom he had already spoken the day before, assuring them that their misfortunes are Banquo’s fault. He tries to urge them to take revenge upon Banquo and his family. He tries to persuade the two murderers that if they carry the intended job out, that then proves them to be ‘real’ men. They agree to the proposed job Macbeth is telling them to do and he stresses to kill both of them, Banquo and Fleance. Macbeth is now needing more people killed (to feed his ambition and determination in becoming king) although not carrying the offence out himself. This may be due to the fact that killing Duncan is taking effect and that Macbeth can not bear to kill another friend of his just for his good. This killing is an act of selfishness, greediness and desperation. He may not be carrying out the murder himself because he feels he is unable to kill such a dear friend and a friend he has fought side by side with in battle. He also may not want to murder Banquo and Fleance because it may appear suspicious if another murder occurs and no witnesses available to say where Macbeth was at the time. If people know where Macbeth is, they cannot suspect him of being guilty for the murder. Macbeth doesn’t want to risk being caught by anyone and so has appoint these two men to do the job for him. Macbeth has no hesitation in killing Banquo and Fleance, which shows his ambition and determination is driving his actions. Macbeth’s conscience is no longer a part of his decisions he makes. Ambition appears to have replaced common sense. He is organising the death of one of his best friends and his friend’s son just so he can remain as king. It’s hard to believe that the murders Macbeth is responsible for (in carrying out and planning) have all been down to prophecies told and Macbeth’s and Lady Macbeth’s ambition and determination in making the prophecies happen. Macbeth now appears more able and independent, since Lady Macbeth has had no say in the plan of killing Banquo and Fleance, that we are aware of. Lady Macbeth’s ambition and determination earlier on in killing Duncan is now consequently making Macbeth more determined to remain king. This is an awful consequence due to the fact that innocent friends and relatives of Macbeth’s are dying just so Macbeth and Lady Macbeth can preserve their hierarchal status. These are very selfish and ambitious ways of keeping it their own way, the way they want it to be. In scene two, act three, Lady Macbeth is urging Macbeth to put the past behind him due to being uneasy about how Macbeth is. Macbeth hints that he has a plan that is intended to be carried out that evening. He gives no details but he believes she will approve of his plans and actions. Macbeth, through Lady Macbeth’s eyes, is now appearing to be in full control of making sure that he remains king and she remains queen of Scotland. It is clear that Lady Macbeth is uneasy about it, but she covers her feelings when around Macbeth. After all it was her motivation and ambition that has made Macbeth what he is now both king but at the same time a ruthless killer if needs be just to hold the current position of king. It is clear now that Macbeth’s ambition is feeding his motivation. In scene four, this is where it all starts to go wrong for Macbeth and for Lady Macbeth too. Macbeth learns that only Banquo was murdered and Fleance escaped from the attempt at killing both. Macbeth is angered at this result and tells himself, â€Å"There the grown serpent lies;/ the worm that’s fled Hath nature that in time will venom breed†¦Ã¢â‚¬  He basically talks of how Banquo (the grown serpent) lies dead but the younger and growing boy, Fleance (the worm) is still at large and later in life he will pose a threat. Shakespeare refers to the pair as snakes and worms due to the fact that they can strike at any time and are hard to kill or catch. This sums up Fleance perfectly since he could strike at any time and therefore pose a threat, and also is hard to kill. This is disastrous for Macbeth and Lady Macbeth because it is Fleance that must be killed since he is the main threat towards Macbeth’s kingship. If Banquo survived suspicions would arise, but with Banquo dead and Fleance still alive, suspicions are still going to occur and also the threat is still at large for Macbeth and his lady. As the banquet begins and Macbeth sits down with his friends to eat he finds a ghost of Banquo sat in his seat. Invisible to anyone else at the banquet, Macbeth begins to talk to the ghost in the chair although through the eyes of the people attending the banquet it would appear to be Macbeth talking to a chair. If he starts saying too much he may give away information about murders that they have planned and carried out to the other guests. The side effects of the deception, ambition and lies are now beginning to take effect on Macbeth. He is hallucinating images of his victim which means he is worrying about the matter a great deal. All this is a consequence of over ambitious actions carried out by both Lady Macbeth and Macbeth himself. Shakespeare fundamentally shows ambition in two different ways in ‘Macbeth’. He shows how ambition can have dreadful consequences and how it can ruin your life. In Macbeth’s case he dies which is the ultimate price to pay for his ambition and attempting to change nature’s course. Shakespeare also shows ambition as a good thing through Banquo’s actions as he stays level headed and lives life each day at a time. Banquo and his role in ‘Macbeth’ represent the better side of ambition but Macbeth represents the worst side of ambition. Ambition is generally looked upon as a good aspect to a person, but Shakespeare successfully shows how ambition can be both good and bad and what consequences can occur if you have too much of it in ‘Macbeth’.