Macbeth Argument Essay

u02d2 Repairing a Learning Experience – Sheila R. Darden An unpleasant learning experience was taking an algebra class online and needing to have a tutor. I did not like math when I was in high school; however, I needed a math class to obtain my bachelor degree and could do a face-to-face class. It was difficult for me to grasp the concepts used to solve the equations and the tutor tried simplify the processes so I could complete the equations.

In William Shakespeare’s tragedy Macbeth, Macbeth truthfully expresses that life is ultimately repetitive and meaningless towards the actions that lead to death. Claiming that life is short and easily extinguished from his reaction towards Lady Macbeth’s apparent suicide. Shakespeare applies rhetorical elements to emphasize Macbeth’s responsiveness to the concept of life and death. Initially, Shakespeare commences with repetition of the word “tomorrow” thrice to accentuate the hopeless future Macbeth perceives.

Mr. Castor shuffled to the side, since he knew he didn’t know the subject well enough to understand it. As I reached for the chalk on the underside of the chalkboard, I said, “ Factoring is finding what to multiply to get an expression”, which immediately registered in her understanding. After the explanation, Lewis called out a problem. Lewis was the other genius in my class, and faced no difficulty in school, much like me.

Once was a boy, Gary. He recently came back from math class, where he won a contest over several Algebra questions, which no kids in his class, including him, had been taught yet. In his class, the students are now starting to be taught how to multiply and divide the first ten numbers, which is a huge step in the math world, for beginners. Gary was excelling in multiplying and doing well in dividing. Before they began the contest, Gary realized only fifteen other kids thought they were able to handle Algebra.

I didn’t even know we could use calculators in Math class! In a short span of three years in

I obtained many lessons and tips from my dad and my grade in math went up. “Guess what!” I shouted to my dad as I came home from school one

Eventually, I showed my class how to calculate

MacBeth is the same as Macduff because they were similar near the beginning because they were allies of King Duncan. These two characters have numerous similarities. Ultimately are very different regarding the choices they make Macbeth is an ambitious Thane who lets his greed and thirst for power drown out his sensibility. MacBeth is different from MacDuff because, while Macbeth is driven towards madness and into committing atrocities as to fulfill his ambitions to the throne. Macduff lacks such a flaw and endures an uncorrupted and loyal behavior throughout the play.

Teacher will say, “We are going to identify the unknown number in an addition or subtraction equation.” Teacher will write a balance equation on the white board, “7 + 6 = 10 + c” and draws small circle on each side. To find the unknown number we have to follow these steps: Step #1: Add or subtract and write the answer of each side in the circle below, Step #2: Find the missing number and write it in the square, Step #3: Make sure both sides of your equation match one another.” Teacher will say, “Let us do this problem together. First, add 7 + 6 =13, write 13 in the circle below.

There it was staring at me, so many numbers, equations, graphs, lines, my brain couldn't handle it and I haven't even attempted the first question yet. “ Time's up! Pencils down and bring your tests forward. ” My teacher said.

Then I observed those numbers carefully and thought for a while. My hands were no longer trembling, I already knew how to do it. Sorted those numbers according to the law and calculated them one by one. I do not need to be panic like a rabbit. I just need to figure out those complicated numbers like my mother taught me how to use the abacus when I was a kid.

Looking back at the assessment, this question dealt with multiplication of a whole number times a fraction. The question asked students to determine the answer to 5/6 of an hour and provided a clock as a visual. Most students in the low group chose answer choice A, which stated that the answer was 56 minutes because five minutes plus six minutes is 56 minutes. This shows that the students in this group lacked understanding of the concept.

Little did I know that this year, all that would change. Our class discovered soon enough that our previous teacher never pushed us to put in the effort. She always gave us recurrent opportunities for A’s or extra credit. But Ms. Helkowski was a high school math teacher. We were told that we would have to cover two year's worth of math, in a single year.

Fingers trembling, the student punches the buttons of the calculator. It would be easy for the student to say “I don’t know,” and hope that I, the teacher, move on to someone else. Slowly the student reads the calculator output. I listen, then smile. The relief flooding through the student is evident, along with something new—confidence.

“How can this be? I thought I was good at math? I should have studied more!” These were the thoughts racing through my head as I scrambled, through the questions on my first BC Calculus test. I left the class knowing that I had not done my best.