An Overview of the Common Core Assessments

An Overview of the Common Core Assessments The adoption of the Common Core State Standards (CCSS) is arguably the biggest educational shift in the history of the United States. Having a set of national standards that most states have chosen to adopt is unprecedented. However, the bigger shift in traditional educational philosophy will come in the form of the Common Core assessment. While the national adoption of the standards themselves is immense, the potential impact of having a shared national assessment system is even bigger. Most states would argue that the standards they already had in place align pretty well to the Common Core State Standards. However, the rigor and presentation of the new assessments will even challenge your top tier students. Many school administrators and teachers will need to totally revamp their approach in order for their students to succeed on these assessments. What has been the norm when it comes to test prep will no longer be enough. In an age where a premium has been placed on high stakes testing, those stakes will have never been higher than they will be with the Common Core assessments. Impact of a Shared Assessment System There are several potential ramifications of having a shared assessment system. Many of these ramifications will be positive for education and many will no doubt be negative. First of all the pressure placed on students, teachers, and school administrators will be greater than ever. For the first time in educational history states will be able to accurately compare their students’ achievement to students in neighboring states. This factor alone will cause the pressures of high stakes testing to go through the roof. Politicians will be forced to pay more attention and increase funding in education. They will not want to be a low performing state. The unfortunate reality is that many excellent teachers will lose their jobs and others will choose to enter another field simply because the pressure of getting students to perform well on these assessments will be too large. The microscope for which teachers and school administrators will be under will be massive. The truth is that even the best teachers can have students perform poorly on an assessment. There are so many external factors that attribute to student performance that many would argue that basing the worth of a teacher on a single assessment is simply not valid. However, with the Common Core assessments, this will most likely be overlooked. Most teachers will have to increase rigor in the classroom by challenging their students to think critically. This will be a challenge for both students and teachers. In an age where parents are less involved, and students have information readily given to them at the click of a mouse, developing critical thinking skills will be even more of a challenge. This has been arguably one of the most neglected areas of education, and it will no longer be an option to omit it. Students must excel in critical thinking if they are to perform well on these assessments. Teachers will have to restructure how they teach to develop these skills. This will be such as massive shift in teaching and learning philosophies that it may take a generation of students to cycle through before we see a large group truly start to develop these skills. In the end, this shift in educational philosophy will better prepare our students to succeed. More students will be ready to transition to college or will be work ready when they graduate high school. In addition, the skills associated with the Common Core State Standards will prepare students to compete on the global level. Another benefit of a shared assessment system will be that costs to individual states will be reduced dramatically. With each state having its own set of standards, they have had to pay to have tests developed specifically to meet those standards. This is an expensive endeavor and testing has become a multimillion dollar industry. Now with a common set of assessments, states will be able to share in the cost of test development, production, scoring, etc. This could potentially free up more money allowing it to be spent in other areas of education. Who is developing these assessments? There are currently two consortia responsible for developing these new assessment systems. These two consortia have been awarded funding through a competition to design new assessment systems. All states who have adopted the Common Core State Standards have selected a consortium in which they are a partner with other states. These assessments are currently in the development stage. The two consortia responsible for developing these assessments are: SMARTER Balanced Assessment Consortium (SBAC) – Alabama, California, Colorado, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Kentucky, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, South Carolina, South Dakota, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming.Partnership for Assessment of Readiness of College and Careers (PARCC) – Alabama, Arizona, Arkansas, Colorado, District of Columbia, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, and Tennessee. Within each consortia, there are states that have been selected to be a governing state and others who are a participating/advisory state. Those that are governing states have a representative that gives direct input and feedback into the development of the assessment that will accurately measure student progress toward college and career readiness. What will these assessments look like? The assessments are currently being developed by the SBAC and PARCC consortia, but a general description of what these assessments will look like has been released. There are a few released assessment and performance items available. You can find some sample performance tasks for English Language Art (ELA) in Appendix B of the Common Core State Standards. The assessments will be through course assessments. This means that students will take a benchmark assessment at the beginning of the year, with the option of ongoing progress monitoring throughout the year, and then a final summative assessment towards the end of the school year. This type of assessment system will allow teachers to see where their students are at all times during the school year. It will allow a teacher to more readily cater to a particular students strengths and weaknesses to prepare them better for the summative assessment. The assessments will be computer-based. This will allow for quicker, more accurate results and feedback on the computer scored portion of the assessments. There will be portions of the assessments that will be human scored. One of the biggest challenges for school districts will be preparing for the computer-based assessments. Many districts across the United States do not have enough technology to test their entire district via computer at this time. During the transition period, this will be a priority that districts must prepare for. All students grades K-12 will participate in some level of testing. Grades K-2 tests will be designed to set the foundation for students and also give information to teachers that will help them better prepare those students for the rigorous testing that begins in the 3rd grade. Grades 3-12 testing will be much more tied directly to the Common Core State Standards and will consist of a variety of item types. Students will see a variety of item types including innovative constructed response, extended performance tasks, and selected response (all of which will be computer based). These are much more difficult than simple multiple choice questions as students will be assessed on multiple standards within one question. Students will often be expected to defend their work through a constructed essay response. This means that they simply won’t be able to come up with an answer, but will additionally need to defend the answer and explain the process through written response. With these Common Core assessments, students must also be able to write coherently in the narrative, argumentative, and informative/explanatory forms. An emphasis on balance between traditional literature and informational text is expected within the framework of the Common Core State Standards. Students will be given a passage of text and will have to construct a response based on questions over that passage in a specific form of writing that the question asks for. The transition to these types of assessments will be difficult. Many students will struggle initially. This will not be due to a lack of effort on teachers but will be based more on the overwhelming task at hand. This transition will take time. Understanding what the Common Core Standards are all about and what to expect from the assessments are the first steps in a long process of being successful.

Ratio Analysis of Ryanair Essay Example | Topics and Well Written Essays - 1500 words

Ratio Analysis of Ryanair - Essay Example First we chose Operating Profit as our initial measure of economic performance. Since Operating profit is the cornerstone of the success of any company, and it serves to provide an overall picture of a business in general. It is clearly an indicator of the success of the strategic planning and decisions made during the course of the course of the year by management in general. One can clearly gauge also how the company performed compared with the competition. In order to calculate the operating margin you have to divide operating income by the total revenue. The Operating Profit for RynAir for the year 2007 was 21.09% (471,745/2,236,865) compared with an industry average of 0.6 % (Dun & BradStreet, 2007). Here we can perceive that management definitely is plating their cards right at RynAir. They are demonstrating a level of efficiency and profitability that is vastly superior to any competitor. The financial ratios we have chosen portray a clear image of the Rynair’s profitability, solvency and resource efficiency. The first two ratios we have chosen measure the firm’s level of solvency, or its ability to pay its liabilities. These two are the Quick Ratio and Debt to Equity Ratio. The Quick Ratio or Acid test ratio is the most demanding and clear portrayal of a company’s true level of liquidity.   It serves as one of the main metrics used by financing institutions in order to gauge the credit worthiness of a business or corporation. In order to compute the quick ratio, first obtain the current assets and subtract the inventory, this number represents the "quick assets" or the type of assets that can be converted to cash immediately.  From this total of quick assets the total of current liabilities must be discounted. The result from this formula is the quick ratio. Due to the fact that inventory is rarely sold as quickly as the more liquid assets, this is why inventory levels are excluded from the

Markting plan Assignment Example | Topics and Well Written Essays - 2000 words

Markting plan - Assignment Example The plan will examine the external environment in which the organization is operating. After analyzing the environmental issues, internal strengths and external opportunities of the organization will be indentified depending on which the organization will be able to overcome its intrinsic weaknesses and underlying environmental threats. Marketing objectives will be formulated for the newly established business and accordingly marketing strategies will be selected so that the strategies can drive the organization towards achieving the pre-determined objectives. Once the strategies are formulated aligning with the organizational objectives, close supervision and monitoring should be exercised in order to ensure successful execution of the strategies incorporated. In this process, time to time review of the implementation process should also be done for assessing to what extend the policies are supporting the organization to meet its fundamental business objectives. Such evaluation will help the retailer to control those factors that are suspected to be reason behind the retail business to deviate from its elementary business goals. A comprehensive marketing plan is important in any industry before commencement of a new business or expanding in the existing industry segment or business line. Understanding the enormous growth potential in the retail industry, a small retailer is planning for business expansion in this industry segment (Blackwell 275). The retailer, though small in size at present, is expecting to establish a high end superstore with minimum human interaction, supported by superior technologies such as interactive interface, automatic locating of products, self-serve scanning and automatic checkout. Therefore, he is aware of the importance of preparing business plan well in advance. The paper will outline a blueprint of marketing plan for the retail superstore taking into account each

Labor union membership Essay Example for Free

Labor union membership Essay Research Question: Is there a relationship between highest year of school completed and socioeconomic index? The two interval/ratio variables are respondent’s highest year of school completed and socioeconomic index. The independent variable is respondent’s highest year of school completed and dependent variable is respondent’s socioeconomic index. The null and alternate hypotheses are Null hypothesis, H0: There is no significant relationship between highest year of school completed and socioeconomic index. Alternate Hypothesis, H1: There is a significant relationship between highest year of school completed and socioeconomic index. The variable highest year of school completed measures respondent’s education in terms of years of schooling completed. The unit of measurement is in years. The variable is a good example for the interval level of measurement, as it has not only a rank but also has meaningful intervals between scale points. The variable socioeconomic index measures respondent socioeconomic index scores reflecting the education, income, and prestige associated with different occupations. There is no unit of measurement for an index value. It is measured in terms of number (or percentage). The variable is a good example for the ratio level of measurement, as it have all the properties of the other three data types (nominal, ordinal and interval), but in addition possess a meaningful zero that represents the absence of the quantity being measured. The average highest year of school completed of respondents is about 13. 15 years and varies from mean by about 3. 04 years. About half of the respondents have highest year of school completed is above 13 years. The range of highest year of school completed is 20 years with minimum and maximum being 0 and 20 years, respectively. A 95% confidence interval for respondent’s highest year of school completed is between 12. 99 to 13. 30 years. Thus, it can be said with 95% confidence that respondent’s highest year of school completed is between 13. 0 to 13. 3 years. The average socioeconomic index of respondents is about 47. 24 and varies from its mean by about 18. 76. About half of the respondents have socioeconomic index above 38. 9. The range of socioeconomic index is 80. 1 with minimum and maximum being 17. 1 and 97. 2, respectively. A 95% confidence interval for respondent’s socioeconomic index is between 46. 26 to 48. 22. Thus, it can be said with 95% confidence that respondent’s socioeconomic index is between 46. 26 to 48. 22. The value of correlation coefficient between highest year of school completed and socioeconomic index is about 0. 585. This indicates a moderately strong positive relationship between highest year of school completed and socioeconomic index. In other words, there appears that as respondent’s highest year of school completed increases, respondent socioeconomic index increases. The regression equation is given by Socioeconomic Index = – 0. 255 + 3. 613(Highest Year of School Completed) The slope regression coefficient is given by 3. 613. This suggests that for every years increase in respondent’s highest year of school completed, increases respondent socioeconomic index by about 3. 613, on average. The intercept regression coefficient is given by – 0. 255 and it has no meaning in given context. The value of coefficient of determination (R2) is 0. 343. This suggests that highest year of school completed explains about 34. 3% variation in respondent socioeconomic index. However, the other 65. 7% variation remains unexplained. Thus, there is moderate effect of highest year of school completed on respondent socioeconomic index. Highest years of school completed significantly predicts respondent socioeconomic index, ? = 0. 59, t(1414) = 27. 15, p . 001. Highest years of school completed also explains a significant proportion of variance in respondent socioeconomic index, R2 = . 34, F(1, 1414) = 737. 24, p . 001. In other words, there is a significant relationship between highest year of school completed and socioeconomic index. We can reject the null hypothesis at the . 05 level of significance as p-value (. 001) is less than . 05. Thus, we can conclude that the research hypothesis is valid for the population of interest and we should generalize to the population level. Since, the sample size is large; therefore, we do not risk any type of error in offering this conclusion. The only concern is that the assumptions (The errors (residuals) are normally distributed, have constant variance and are independent.) related to simple regression analysis is not checked. Research Hypothesis 2 Research Question: Is there a relationship between highest year of school completed and number of hours per day watching television? The two interval/ratio variables are respondent’s highest year of school completed and number of hours per day watching television. The independent variable is respondent’s highest year of school completed and dependent variable is number of hours per day watching television. The null and alternate hypotheses are Null hypothesis, H0: There is no significant relationship between highest year of school completed and number of hours per day watching television. Alternate Hypothesis, H1: There is a significant relationship between highest year of school completed and number of hours per day watching television. The variable highest year of school completed measures respondent’s education in terms of years of schooling completed. The unit of measurement is in years. The variable is a good example for the interval level of measurement, as it has not only a rank but also has meaningful intervals between scale points. The variable number of hours per day watching television measures respondent number of hours per day watching television programs. The unit of measurement is in hours per day. The variable is a good example for the ratio level of measurement, as it have all the properties of the other three data types (nominal, ordinal and interval), but in addition possess a meaningful zero that represents the absence of the quantity being measured. The average highest year of school completed of respondents is about 13. 05 years and varies from mean by about 3. 08 years. About half of the respondents have highest year of school completed is above 12 years. The range of highest year of school completed is 20 years with minimum and maximum being 0 and 20 years, respectively. A 95% confidence interval for respondent’s highest year of school completed is between 12. 89 to 13. 30 years. Thus, it can be said with 95% confidence that respondent’s highest year of school completed is between 12. 9 to 13. 2 years. The average number of hours per day watching television of respondents is about 2. 89 hours and varies from its mean by about 2. 23 hours. About half of the respondent’s number of hours per day watching television is above 2 hours. The range of number of hours per day watching television is 24 hours (may be data error) with minimum and maximum being 0 and 24 hours (may be data error), respectively. A 95% confidence interval for respondent’s number of hours per day watching television is between 2. 78 to 3. 01 hours. Thus, it can be said with 95% confidence that respondent’s number of hours per day watching television is between 2. 8 to 3. 0 hours. The value of correlation coefficient between highest year of school completed and number of hours per day watching television is about -0. 289. This indicates a weak moderate negative relationship between highest year of school completed and number of hours per day watching television. In other words, as respondent’s highest year of school completed increases, number of hours per day watching television decreases. The regression equation is given by Hours per Day Watching TV = 5. 636 – 0. 210(Highest Year of School Completed) The slope of regression coefficients is given by –0. 21. This suggests that for every year increase in respondent’s highest year of school completed, decreases respondent’s number of hours per day watching television by about 0. 21 hours, on average. The intercept of regression coefficients is given by 5. 636, which suggests that individual with no education watches about 5. 6 hours of television each day, on average. The value of coefficient of determination (R2) is 0. 084. This suggests that highest year of school completed only explains about 8. 4% variation in respondent’s number of hours per day watching television. The other 91. 6% variation remains unexplained. Thus, there is very weak effect of highest year of school completed on respondent’s number of hours per day watching television. Highest years of school completed significantly predicts respondent’s number of hours per day watching television, ? = -. 29, t(1483) = -11. 64, p . 001. Highest years of school completed also explains a significant proportion of variance in respondent’s number of hours per day watching television, R2 = . 08, F(1, 1483) = 135. 52, p . 001. In other words, there is a significant relationship between highest year of school completed and number of hours per day watching television. We can reject the null hypothesis at the . 05 level of significance as p-value (. 001) is less than . 05. Thus, we can conclude that the research hypothesis is valid for the population of interest and we should generalize to the population level. Since, the sample size is large; therefore, we do not risk any type of error in offering this conclusion. The only concern is that the assumptions related to simple regression analysis is not checked.

Iraq: a Lesson from Panama Imperialism and Struggle for Sovereignty Ess

Iraq: a Lesson from Panama Imperialism and Struggle for Sovereignty If History is to be the signifier of lessons learned, then why do wars continue to happen? The United States has never really been considered an Imperialist nation, but as history proves, the US has had a long stake in international geopolitical control over various countries, as well as economic markets that have made these countries dependent on the United States for survival. In light of recent events in Iraq, one should take a step back and look at the US’ history of hostile invasions to â€Å"make the world safe for democracy.† This mantra had devastating on the tiny country of Panama 14 years ago. Why did the US invade Panama? To free Panama from its oppressive dictator, Manuel Noriega. The result was the a death toll of three thousand, and the country’s further dependence on the US for economic survival. Who again was the US trying to save Panama from? In reviewing the story of Panama, one is able to draw uncanny connections to the current sit uation in Iraq. The administration even has many of the same people that decided to invade Panama under Bush senior. Now the same minds have decided to invade Iraq under George W. Bush, under the same pretext of â€Å"freeing the Iraqi people.† Based on history however, what will be the consequences for the Iraqi people and the Iraqi nation? On December 20,1989 President Bush ordered US forces into Panama as he explained, â€Å"to safeguard the lives of Americans, to defend democracy in Panama, to combat drug trafficking, and to protect the integrity of the Panama Canal Treaty.†[1] In December of 1989, 26,000 US soldiers occupied Panama in search of Manuel Noriega to be seized and tried on traffickin... ...s neighborhood, and with West Indians in Margarita, Colon, February 14-19, 1990 [20] CODEHUCA, Testimonies recorded by staff of the Central American Human Rights Committees, San Jose, Costa Rica, taken in Panama Jan. 29, 1990 [21] Ibid. [22] Ibid. [23] Pensamiento Propio, Jan./ Feb., 1990 â€Å"La guerra total de Bush† pp.28 [24] Ibid. [25] Opinion Publica, CELA, Panama, No.24 Feb.1990 Magela Cabera Arias, â€Å"La Reconstruccion en El Chorrillo,† pp. 8-9 [26] El Periodico, â€Å"Bombardean Pacora con substancias quimicas,† Panama Occupied Territory, Feb. 1990 p.8 [27] Ibid. [28] Reuters, Washington D.C., Jan 9, 1990 [29] Ibid. [30] Wheaton, p.20 [31] Ibid. [32] http://www.geographyiq.com/countries/pm/Panama_history_summary.htm. [33] CRS Issue Brief, Panama – US Relations: Continuing Policy Concerns [34] Ibid. Iraq: a Lesson from Panama Imperialism and Struggle for Sovereignty Ess Iraq: a Lesson from Panama Imperialism and Struggle for Sovereignty If History is to be the signifier of lessons learned, then why do wars continue to happen? The United States has never really been considered an Imperialist nation, but as history proves, the US has had a long stake in international geopolitical control over various countries, as well as economic markets that have made these countries dependent on the United States for survival. In light of recent events in Iraq, one should take a step back and look at the US’ history of hostile invasions to â€Å"make the world safe for democracy.† This mantra had devastating on the tiny country of Panama 14 years ago. Why did the US invade Panama? To free Panama from its oppressive dictator, Manuel Noriega. The result was the a death toll of three thousand, and the country’s further dependence on the US for economic survival. Who again was the US trying to save Panama from? In reviewing the story of Panama, one is able to draw uncanny connections to the current sit uation in Iraq. The administration even has many of the same people that decided to invade Panama under Bush senior. Now the same minds have decided to invade Iraq under George W. Bush, under the same pretext of â€Å"freeing the Iraqi people.† Based on history however, what will be the consequences for the Iraqi people and the Iraqi nation? On December 20,1989 President Bush ordered US forces into Panama as he explained, â€Å"to safeguard the lives of Americans, to defend democracy in Panama, to combat drug trafficking, and to protect the integrity of the Panama Canal Treaty.†[1] In December of 1989, 26,000 US soldiers occupied Panama in search of Manuel Noriega to be seized and tried on traffickin... ...s neighborhood, and with West Indians in Margarita, Colon, February 14-19, 1990 [20] CODEHUCA, Testimonies recorded by staff of the Central American Human Rights Committees, San Jose, Costa Rica, taken in Panama Jan. 29, 1990 [21] Ibid. [22] Ibid. [23] Pensamiento Propio, Jan./ Feb., 1990 â€Å"La guerra total de Bush† pp.28 [24] Ibid. [25] Opinion Publica, CELA, Panama, No.24 Feb.1990 Magela Cabera Arias, â€Å"La Reconstruccion en El Chorrillo,† pp. 8-9 [26] El Periodico, â€Å"Bombardean Pacora con substancias quimicas,† Panama Occupied Territory, Feb. 1990 p.8 [27] Ibid. [28] Reuters, Washington D.C., Jan 9, 1990 [29] Ibid. [30] Wheaton, p.20 [31] Ibid. [32] http://www.geographyiq.com/countries/pm/Panama_history_summary.htm. [33] CRS Issue Brief, Panama – US Relations: Continuing Policy Concerns [34] Ibid.

Globalizing Armenia essay

Nowadays globalization is becoming more and more popular. It allows us to meet and experience different cultures, societies, technologies and many other things. It helps different countries to exchange useful information. Globalization just unites people from all over the world. In the n present age globalization has also a great influence on Armenia, which can be seen from our cultural changes, educational changes and religious changes. Globalization allows us to experience different cultures in our country. Many foreign countries have spread their culture, lifestyle in Armenia.First example of these can be the mobile phones we use. They may have been created in China or Japan, but here we use them. Second example can be the cars we use on our streets, which may have been also created in foreign countries. Third can be American culture, which has been spread here through famous American companies such as Coca cola, McDonalds and so on. All we can do is accept cultural changes, which help us to live more comfortable. In Armenia globalization has also affected on our education. Today better and more advanced methods of education have spread in Armenia through globalization.First can be Bologna system, which is used by some Universities in Armenia. Second is learning English language, which makes easier to communicate with foreigners, because English is spoken in almost every country and everybody understand it. Globalization helps us to expand our teaching and learning experience. Today globalization has also a great influence on religion. Now many new religions and religious groups have spread in our country. A result of religious globalization can be different sects, which have been spread here from Europe and are protesting against a church.Globalization needs to be more widely understood by people, especially some of its aspects, which have negative results for our society. So globalization plays an important role in our life. It interferes with culture, edu cation, religion and so on. Globalization helps us to learn more about different countries, their culture and lifestyle. It helps us to expand our knowledge and to live more comfortable and peaceful. Globalization also helps people to create new things but it`s very important to maintain our national values, identity and personality. Globalizing Armenia essay Nowadays globalization is becoming more and more popular. It allows us to meet and experience different cultures, societies, technologies and many other things. It helps different countries to exchange useful information. Globalization just unites people from all over the world. In the n present age globalization has also a great influence on Armenia, which can be seen from our cultural changes, educational changes and religious changes. Globalization allows us to experience different cultures in our country. Many foreign countries have spread their culture, lifestyle in Armenia.First example of these can be the mobile phones we use. They may have been created in China or Japan, but here we use them. Second example can be the cars we use on our streets, which may have been also created in foreign countries. Third can be American culture, which has been spread here through famous American companies such as Coca cola, McDonalds and so on. All we can do is accept cultural changes, which help us to live more comfortable. In Armenia globalization has also affected on our education. Today better and more advanced methods of education have spread in Armenia through globalization.First can be Bologna system, which is used by some Universities in Armenia. Second is learning English language, which makes easier to communicate with foreigners, because English is spoken in almost every country and everybody understand it. Globalization helps us to expand our teaching and learning experience. Today globalization has also a great influence on religion. Now many new religions and religious groups have spread in our country. A result of religious globalization can be different sects, which have been spread here from Europe and are protesting against a church.Globalization needs to be more widely understood by people, especially some of its aspects, which have negative results for our society. So globalization plays an important role in our life. It interferes with culture, edu cation, religion and so on. Globalization helps us to learn more about different countries, their culture and lifestyle. It helps us to expand our knowledge and to live more comfortable and peaceful. Globalization also helps people to create new things but it`s very important to maintain our national values, identity and personality.

The Ghost Is a Useful Dramatic Device; Essay - 1444 Words

During the Elizabethan period, a ghost was seen as a common feature in most tragedy plays. Shakespeares Hamlet is a prime example of the use of a `ghost to entice fear and apprehension amongst the Elizabethan audience. The ghost can be seen as projecting several functions throughout the play, all of which are vital to the plays ultimate impact. An Elizabethan audience were highly superstitious, held Roman Catholic beliefs of purgatory and were extremely fearful of afterlife and the uncertainty that surrounded it. Such views were powerful connotations that aided Shakespeare to influence his audience with considerable impact. However, the implications of a ghost were seen as very different for a Elizabethan audience as compared with†¦show more content†¦If a ghost appeared he could only speak when the world was directed to him first. This had to be done by that person for whom the message was destined. In the play the ghost already appears in act 1 scene 1. Marcellus, Bernando and Horatio are the first persons to get into contact with the dead king. If thou hast any sound or use of voice, speak to me. (1.1.141-142) the only person that the ghost speaks to however is Hamlet. At night-time to witch hour a ghost was able to appear and only as long as it was dark. My hour is almost come, when I to sulphur and tormenting flames must render up myself. (1.5.4-6). A ghost is not visible to everybody. In the last appearance of the ghost in the Queens closet it is only Hamlet who can see and hear him. The queen is wondering Alas, hes mad! (111.4.119), to whom do you speak this? (111.4.146). this changes h er whole attitude toward Hamlet. She now thinks that he is mad and mentally unstable. The queen is not able to see the ghost, and as a result cannot discourage Hamlet from the actions he may take. This shows that the ghosts impact directly influences characters within the play. 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This theme can also be called deception, and when related to Claudius and Hamlet this seems more appropriate in this scene, since each, more so Hamlet, is covering their true feelings for eachRead MoreComparison and Contrast Between Othello and Hamlet3664 Words   |  15 PagesShakespeare’s Othello and Hamlet Comparison and Contrast By Ankur Chauhan Comparisons between plays can always be made; the question is, how useful are they? The core comparison that springs to mind between these two plays, Othello and Hamlet, is that these are both tragedies driven by character. That is to say, they all follow classically great men from great heights to terrible ends and deaths. Each man is in a situation where he is especially vulnerable. If these men swapped places, theyRead MoreSymbolism of a Dolls House2840 Words   |  12 Pageshardly wastes a word (Clurman   112).   Symbolism in Ibsen is not limited to the set devices, such as the Christmas tree.   But because we are dealing with realism, even phrases that come across just as ordinary every day speech are symbolic:   In Ibsen s theatre the symbolic is always the real seen from another perspective--often a perspective a play s characters try to evade...Such symbolism...permeates Ibsen s dramatic method because, to the awakened imagination, it permeates reality (Johnson   Read More Symbolism in A Dolls House by Henrik Ibsen Essay example2771 Words   |  12 Pageswastes a word (Clurman   112).   Symbolism in Ibsen is not limited to the set devices, such as the Christmas tree.   But because we are dealing with realism, even phrases that come across just as ordinary every day speech are symbolic:   In Ibsens theatre the symbolic is always the real seen from another perspective--often a perspective a plays characters try to evade...Such symbolism...permeates Ibsens dramatic method because, to the awakened imagination, it permeates reality (Johnson  Read MoreStudy Guide Literary Terms7657 Words   |  31 Pagesarchetype-something that serves as a model or a basis for making copies; this painting is a copy of the original  [syn: original] 12. atmosphere- the dominant mood or emotional tone of a work of art, as of a play or novel: the chilly atmosphere of a ghost story. 13. antithesis- opposition, or contrast of ideas or words in a balanced or parallel construction. *Extremism in defense of liberty is no vice, moderation in the pursuit of justice is no virtue. Barry Goldwater *Brutus: Not thatRead More Revenge in Hamlet and The Revengers Tragedy Essay3238 Words   |  13 Pageswithin a play, the Queens two marriages, the twin husbands, The counterfeit presentment of two brothers [3.4.54], and the double murder of Hamlets and Laertes fathers all become examples of a transference-neurosis, the instigator of which is the ghost, or the phallic symbol: Tis given out that, sleeping in my orchard/ A serpent stung me. [1.5.35]. Such an analysis gives an idea of the complexity of the decisions Hamlet the revenger has to take, which is in stark contrast to Vindices worldRead MoreText Analysis (Plan)2858 Words   |  12 Pagesfeatures? 6. What is the relationship with the others and environment? 7. The method of the characters’ portrayal? It can be direct (when the author him/herself tells us what this or that character is like) or indirect, sometimes called dramatic (when the characters are revealed through their behaviour, actions, speech). The two methods may be combined. The may also be used in contrast, when the author consciously misleads the reader first describing a character in a certain way and then