Historical Foundation of Inclusive Education Essay

Based on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C. Jines entitled Introduction To Special Education, it was during the year of 1902 and under the American regime that the Filipino children with disabilities were given the chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the Deaf is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine Association for the Deaf (PAD) was composed of hearing impaired members and special education specialists. The following year (1927), the Welfareville Children’s Village in Mandaluyong, Rizal was established. In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment. In 1953, the Elsie Gaches Village (EGV) was established in Alabang Muntinlupa, Rizal to take care of abandoned and orphaned children and youth eith physical and mental handicaps. In 1954, the first week of August was dec lared as Sight Saving Week. In 1955, members of Lodge No.761 of the Benevolent and Protective Order of Elks organized the Elks Cerebral Palsy Project Incorporated and the First Parent Teacher Work Conference in Special Education was held at the SDB. In 1956, the First Summer Institute on Teaching the Deaf was held at the School for the Deaf  and the Blind in Pasay City. In 1957, the Bureau of Public Schools (BPS) of the Department of Education and Culture (DEC) created the Special Education Section of the Special Subjects and Services Division. The components of the special program included legislation, teacher training, census of exceptional children with disabilities in regular classes, rehabilitation of residential and special schools and materials production. Baguio Vacation Normal School ran courses on teaching children with handicaps and the Baguio City Special Education was also organized in the same year. In 1958, the regional office of the American Foundation for Overseas Blind (AFOB) was opened at Manila. This foundation helped the DEC by providing consultancy services in the teacher training program that focused on the integration of blind children in regular classes and materials production at the Philippine Printing House for the Blind. In 1960, some colleges and universities started to offer special education courses in their graduate school curriculum. In 1962, the Manila Youth and Rehabilitation Center (MYRC) was opened. This center extended services to children and youth who were emotionally disturbed and socially maladjusted. In the same year, DEC issued Circular No.11 s 1962 that specified the â€Å"Qualifications of Special Education Teachers†. In 1963, the training of DEC teacher scholars for blind children started at Philippine Normal College. In 1964, the Quezon City Schools Division followed suit with the establishment of the Quezon City Science High School for gifted students. In the year 1965, the training program for school administrators on the organizations, administration and supervision of special education classes was started. In 1967, BPS organized the National Committee on Special Education. In 1968, the teacher training program for teachers of exceptional children was held at the Philippine Normal College for the next ten years and in the same year the First Asian Conference on Work for the blind was held in Manila. In 1969, classes for socially maladjusted children were organized at the Manila Youth Reception Center, the school for the Deaf and the Blind established in 1907 was reorganized into separate residential schools, and the Paaralan ng Pag-ibig at Pag-asa was established in San Pablo City. In 1970, the training of teachers for children with behavior problems started at the University if the Philippines. In 1971, DEC issued a memorandum on Duties of the Special Education Teacher for the blind. In 1973, the Juvenile and Domestic  Relations Court of Manila established the Tahanan Special School for socially maladjusted children and youth. In 1974, the First National Conference on the Rehabilitation of the Disabled was held at the Social Security Building in Quezon City. In 1975, the Special Subjects and Services Division was abolished. In 1976, Proclamation 1605 declared 1977 to 91987 as the Decade of the Filipino Child. In 1977, MEC issued Dept. Order No.10 that designated regional and division supervisors of special education programs. In 1978, the National Commission Concerning Disabled Persons, later renamed National Council for the Welfare of Disabled Persons through Presidential Decree 1509. In 1979, the Bureau of Elementary Education Special Education Unit conducted a two-year nationwide survey of unidentified exceptional children who were in school. In 1980, the School for Crippled Children at the Southern Island Hospital in Cebu was organized. In 1981, the United Nations Assembly proclaimed the observance of the International Year of Disabled Persons. In 1982, the Cebu State College Special High School for the Deaf, the Siaton Special Education Center in the Division of Negros Oriental and the St. John Maria de Vianney Special Education Learning Center in Quezon City were opened. In 1983, Batas Pambansa Bilang 344 enacted the Accessibility Law, â€Å"An Act to Enhance the Mobility of Disabled Persons b y Requiring Cars, Buildings, Institutions, Establishments and Public Utilities to install Facilities and Other Devices.† In 1984, the Labangon Special Education Center Division of Cebu City and the Northern Luzon Association’s Heinz Wolke School for the Blind at the Marcos Highway in Baguio City were inaugurated. in 1990, the Philippine Institute for the Deaf (PID) an oral school for children with hearing impairment was established. In 1991, the First National Congress on Street Children was held at La Salle Greenhills in San Juan Metro Manila. In 1992, the Summer Training for Teachers of the Visually Impaired started at the PNU. In 1993, DECS issued Order No.14 that directed regional offices to organize the Regional Special Education Council (RSEC). In 1995, the First National Congress on Mental Retardation at the University of the Philippines in Diliman, Quezon City, the First National Convention in Deaf Education in Cebu City, and the First National Sports Summit for the Disabled and the Elderly were held. In 1996, the third week of January was declared as Autism Consciousness Week. In 1997, DECS Order No.1 was issued which directed the organization of a Regional Special  Education Unit and the Designation of a Regional Special Education Unit and the Designation of a Regional Supervisor for Special Education. DECS Order No. 26 on the Institutionalization of Special Education Programs in All Schools was promulgated. The First Philippine Wheelathon-a-race for Wheelchair Users was the main event of the 19th National Disability Prevention and Rehabilitation Week. In 1998, DECS Order No. 5 â€Å"Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special Schools Principal Item† was issued. The La Union Special Education Center was opened in the Division of La Union. In 1999, the following events took place: the Philspada National Sports Competition for the Disabled in Cebu City; issuance of the following DECS Orders No. 104 â€Å"Exemption of the Physically Handicapped from Taking the National Elementary Achievement Test and the National Secondary Aptitude Test†; No.108 â€Å"Strengthening of Special Education Programs for the Gifted in the Public School System†; No.448 â€Å"Search for the 1999 Most Outstanding Special Education Teacher for the Gifted†; and the Memorandum No.457 â€Å"National Photo Contest on Disability.† The following DECS Orders were issued: No.11 â€Å"Recognized Special Education Centers in the Philippines’; No.33 â€Å"Implementation of Administrative Order No.101 directing the DPWH, the DECS and the CHED to provide architectural facilities for disabled persons in all state colleges, universities and other pu blic buildings†; Memorandum No.24 â€Å"Fourth International Noise Awareness Day†; and No.477 â€Å"National Week for the Gifted and the Talented.†

Using El Over La for Spanish Feminine Words

Using El Over La for Spanish Feminine Words El is the singular, masculine definite article, meaning the, in Spanish and is used to define masculine nouns, while la is the feminine version. But there are a few instances where el is used with feminine nouns. Gender in Words An interesting thing about Spanish is the fact that words have gender. A word is considered male or female, depending on what the word refers to and how it ends. A general rule of thumb is if a word ends in -o, it is most likely masculine, and if a word ends in -a, it is most likely feminine. If the word is describing a female person, then the word is feminine and vice versa. Definite Articles for Nouns In most cases, el is used for masculine nouns and la is used for feminine nouns. Another rule supersedes this, and that is when the feminine noun is singular and starts with a stressed a- or ha- sound, like the words agua, meaning water, or hambre, meaning hunger. The reason the definite article becomes el is mostly a matter of how it sounds to say la agua and la hambre and the clunkiness of the double-a sounds repeating. It sounds more definitive to say el agua and el hambre. There is a similar grammar rule in English about the use of the an versus a. An English speaker would say, an apple instead of a apple. The two repeating double-a sounds are too close to each other and sound too repetitive. The English rule  states that an, which is an indefinite article modifying the noun, comes before nouns that have a vowel sound at the beginning of the word and a comes before consonant-starting nouns. Feminine Words that Use the Masculine Article Notice the substitution of el for la takes place when it comes immediately before words starting with an a sound. Feminine Nouns English Translation el agua the water el ama de casa the housewife el asma asthma el arca the ark el hambre hunger el hampa the underworld el arpa the harp el guila the eagle If the feminine noun is modified by  adjectives  that follow the noun in the sentence, the feminine noun retains the masculine article. Feminine Nouns English Translation el agua purificada purified water el arpa paraguaya the Paraguayan harp el hambre excesiva excessive hunger Reverting Back to the Feminine Article The thing to remember is that words that are feminine remain feminine. The reason why this matters is if the word becomes plural, the word goes back to using the feminine definite article. In this case, the definite article becomes las. It sounds fine to say las arcas  since the s in las breaks up the double-a sound. Another example is las amas de casa. If a word intervenes between the definite article and the noun,  la  is used. Feminine Nouns English Translation la pura agua pure water la insoportable hambre the unbearable hunger la feliz ama de casa the happy housewife la gran guila the great eagle If the accent of the noun is not on the first syllable, the definite article la is used with singular feminine nouns when they begin with a- or ha-. Feminine Nouns English Translation la habilidad the skill la audiencia the audience la asamblea the meeting The substitution of el for la does not occur before adjectives that begin with a stressed a- or ha-, the rule only applies to nouns, despite the double-a sound.   Feminine Nouns English Translation la alta muchacha the tall girl la agria experiencia the bitter experience Exceptions to the Rule There a few exceptions to the rule that el substitutes for la immediately before a noun that begins with a stressed a- or ha-. Note, the letters of the alphabet, called  letras  in Spanish, which is a feminine noun, are all feminine. Feminine Nouns English Translation la rabe the Arabic woman La Haya The Hague la a the letter A la hache the letter H la haz uncommon word for face, not to be confused with el haz,meaning shaft or beam Feminine Words Can Use the Masculine Indefinite Article Most grammarians consider it correct for feminine words to take the masculine indefinite article un instead of una under the same conditions where la is changed to el. It is for the same reason  la is changed to el, to eliminate the double-a sound of the two words together.   Feminine Nouns English Translation un guila an eagle un ama de casa a housewife Although this is widely considered correct grammar, this usage is not universal. In everyday spoken language, this rule is irrelevant, due to elision, which is the omission of sounds, especially as words flow together. In pronunciation, there is no difference between un guila and una guila.

How to Pass a College Class

How to Pass a College Class Whether youre about to start college, about to restart college, or just want to up your game a bit, its important to get back to the basics: doing well in your classes is critical for your success. And while knowing how to pass a college class seems so simple at first, being able to follow through over the course of a semester can often become challenging. In essence, however, there are several key things all college students needs to know and do if they want to pass their classes. Attend Class Go to class! It can be all too easy to not go to class regularly, especially if your professor doesnt take attendance. And it can be all too easy to sleep in or attend other events instead. Over time, however, low attendance can turn into a major problem. Youll miss discussing and learning about important material, of course, but youll also miss other key elements: the moment your professor mentions that something is going to be on an upcoming exam, the moment the light bulb finally goes off in your own brain because of something another student said, the moment you got the idea for your final paper. Engage with the Material Theres more to a class than just the few hours it meets each week, though. Do the assigned reading. Watch the assigned films. Think about what youre learning and how it can apply to all kinds of things outside of the classroom. How is what youre learning important in the bigger picture of your life? Of the universe? Talk to Your Peers Engage with the students. Your classmates can be one of the best resources for your learning experience. Whether youre in a study group or just connect with one student in particular, engaging with your fellow students can deepen your understanding of the course material and help shift your perspective. Talk to Your Professor Engage with the professor. Office hours are like a gift your professor gives you each semester. Use them! Whether you have a question about what was covered in class, want feedback on a paper or project youre working on, or just want to talk to your professor about something kinda-sorta-maybe related to the class, office hours are the place to do it. Additionally, if your professor sees youve been giving it your all at the end of the semester, he or she might be more inclined to give you the benefit of the doubt if youre grade is on the border. Manage Your Time Plan in advance for papers and tests. Time management in college is not easy at all. And managing multiple projects, assignments, and deadlines can be one of the biggest challenges you face. Can you pull an all-nighter? Probably. But you might get sick, your computer might crash, you might not finish in time, and you definitely wont turn in your best work. Plan in advance for papers and exams so that you can work on them slowly, deliberately, and well. Keep Up With Your Work Stay on top of your assignments as often as possible. Staying on top of your reading and other assignments like language lab hours is important, too. Will it always be possible? Probably not. But staying on top of your academic to-do list is a major factor in making sure that youre understanding the material and, consequently, that youll likely pass the class. Remember to Relax Relax from time to time. Even though your brain is technically an organ, it does operate like a muscle in many ways: if you keep doing the same motions over and over, youre likely to sabotage your own chances for success. You cant study all the time, and even if you could, your efforts would quickly become ineffective. Take a break. Go for a walk. Relax for a few minutes. Take an afternoon or even an entire day off. Let yourself relax and enjoy your college life so that you have the mental energy you need for your academic obligations and so that you can have some fun along the way, too. Set Goals Set goals about what you want to learn and experience. Passing a class is more than just getting a certain grade. What do you want to learn? What do you want to experience? What skills do you want to gain? Getting a C in your everyone-else-failed, nearly-impossible-to-pass statistics class, for example, might feel like more of a victory than the A you earned with barely any effort in your creative writing course. While grades are important, they arent the be-all, end-all of your college experience. You need to pass your classes, of course, but you also need to be mindful of what you want to learn and experience along the way.

Regulatory and Accreditation Body in Nursing Education Paper Essay

Regulatory and Accreditation Body in Nursing Education Paper - Essay Example sion is â€Å"protect and promote the welfare of the people of Texas by ensuring that each person holding a license as a nurse in the State of Texas is competent to practice safely.† The mission of the Board of Texas is fulfilled through nursing practice regulation and nursing education program approvals. BNE approval is the key for the graduates to take the NCLEX. Based on the Nursing Practice Act (NPA), the Vocational Nursing Education and Professional Nursing Education provide rules and regulations for programs of nursing education to ascertain that the graduates can practice competently and safely. Texas nursing education program is approved by Texas BNE that are compliant with their rules and regulations (The Regulation of Nursing Education Programs in Texas, 2008). On the other hand, colleges and universities who are accredited by Southern Association of Colleges and Schools / Commission on Colleges are constantly monitored for improvement of education system (SACS, 2006). The Commission on Colleges is the College Delegate Assembly representative body and is in charge in carrying out the process of accreditation (SACS, 2006). BNE protects the public as well as the faculty and students who receive nursing care and nursing education program. The approval of BNE safeguards the preparation of nurses by assuring that standards of nursing practice are learned by students through sound education and licensure exam eligibility. The approval of BNE on nursing education programs ensures that the curriculum and program outcomes prepare students to demonstrate the Differential Entry Level Competencies (DELC), and is the core requirement for mandatory approval by other regulatory agencies and voluntary accreditation (The Regulation of Nursing Education Programs in Texas, 2008). The Commission on Colleges is the College Delegate Assembly and is the regional body for accreditation of degree - granting higher education institutions in the Southern States. Its purpose is to

Music Education And Therapy Essay Example | Topics and Well Written Essays - 3000 words

Music Education And Therapy - Essay Example The literature will be collected from books, journal, newspaper articles, websites, etc. Research plays an important role in education and teaching. As other professionals in the health and social care sector, there is a need to understand the importance of evidence-based practice in the field of education and teaching. Rather than working in a particular way because that is the standard, traditional or historical practice, or because of a feeling or instinct, it is now common practice to mix a number of research methods to achieve the desired outcomes. Research evidence could be from primary research that has been conducted by the practitioner, perhaps action research such as trialing different teaching methods and assessing results, or by literature searches of current educational research. These different types of research methods will be helpful in professional education practice (Johnson & Onwuegbuzie, 2004). In order to understand the subject better, I will study four areas aca demic research that includes cognitive change and development along with strategies to encourage change where required, music therapy, music education and the relationship between the three concepts. Cognitive Change and DevelopmentChild development has been theorized and researched extensively over centuries but until the most recent decades (Piaget, 1951; Vygotsky, 1933). Early theories regarding the way people develop and behave focused on biological and cultural models (Darwin, 1859).... The literature will be collected from books, journal, newspaper articles, websites, etc. Theoretical Overview Research plays an important role in education and teaching. As other professionals in the health and social care sector, there is a need to understand the importance of evidence-based practice in the field of education and teaching. Rather than working in a particular way because that is the standard, traditional or historical practice, or because of a feeling or instinct, it is now common practice to mix a number of research methods to achieve the desired outcomes. Research evidence could be from primary research that has been conducted by the practitioner, perhaps action research such as trialing different teaching methods and assessing results, or by literature searches of current educational research. These different types of research methods will be helpful in professional education practice (Johnson & Onwuegbuzie, 2004). In order to understand the subject better, I will study four areas academic research that include cognitive change and development along with strategies to encourage change where required, music therapy, music education and the relationship between the three concepts. Cognitive Change and Development Child development has been theorized and researched extensively over centuries but until the most recent decades (Piaget, 1951; Vygotsky, 1933). Early theories regarding the way people develop and behave focused on biological and cultural models (Darwin, 1859). On the other hand, Piaget and Vygotsky studied development in terms of cognitive change, with Vygotsky emphasizing the cultural influence and asserting that the child’s mind requires social interaction to develop, an ‘outside-in’ model (Vygotsky, 1933), while Piaget

Canada's capital region report Essay Example | Topics and Well Written Essays - 1500 words

Canada's capital region report - Essay Example Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 3.1.3. Economy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 3.1.4. Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 3.2. The SWOT analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...20 3.4. CONCLUSION 3.4.1. Summary and Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 3.4.2. Implementation Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.21 3.5. References†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦23 EXECUTIVE SUMMARY The National Capital Commission (NCC) obligation is to increase Canadians pride in their Capital and to instill enduring and stronger relationship between Canadians and their Capital. The National Capital Commission’s in-house marketing and communication experts, after a comprehensive market research and input from stakeholders in the business, cultural and tourism sectors, has ascertain that despite the fact that there is positive perception towards the Capital, there is still inadequate appreciation for its relevance among sections of the national audience. This is a serious challenge facing the National Capital Commission in its attempt to increase Canadian’s perceptions of and visits to the National Capital Region (NCR). This report focused on the research that was conducted by Ipsos-Reid together w ith other lifestyle and demographic trends to help in identifying two important target markets. The research shows that the perception of the Canadians towards NCR is significantly better after a visit. The report analyzes the habits and preferences and proposes a combination of features of the National Capital Region be packaged for each market section. The report recommends a strategic approach that mainly concentrates on influencing visits by two identified market segments. These two target segments exhibit characteristics that make it possible to access them through combination of social media and outlets together with several well established groups that can become advocates for the cause. This approach will make it possible to reach a large number of positively pre-disposed sightseers and therefore helps in generating vital buzz around the National Canadian Region. STATEMENT OF THE PROBLEM The Capital of Canada is found in the border of two provinces, Quebec and Ontario. The c apital belongs to all Canadians and most importantly, it represents them as: A place of national symbols The seat of government Canada’ face to the world A place of cultural showcase As stated above, the primary role of NCC is marketing and communication plan aimed at ensuring that Canada’s Capital Region (CCR) remains a source of pride for all Canadians. In regards to the Ipsos-Reid research findings, the following valuable statement was developed. â€Å"Canada’s Capital is an inspiring reflection of the people, values and achievements that define this country and will continue to drive it forward. Canadian Pride is Capital Pride† This statement serves as the backbone for guiding conceptual development, creative development and serving as a measure against which creative ideas can be evaluated. Every NCC efforts contribute to the brand value and equity of the capital. This requires the implementations of

Macbeth Motifs Essay Example for Free

Macbeth Motifs Essay When it comes down to it, humans are mammals, and there are some animalistic traits that every mammal shares. The story of Macbeth by Shakespeare includes a theme that is the epitome of a trait that all mammals share, weak versus strong. Through the use of metaphors including birds, the symbolism of Macbeth as an owl throughout the story, and the juxtaposition between birds, weak versus strong is represented by the motif of birds in Macbeth. Birds are incorporated into other literary elements that Shakespeare utilizes, showing the true depth of his writing. Metaphors allow the reader to paint a picture of written words referencing images that they are familiar with. Like any other animal, there is a hierarchy of strength and therefore power for birds. The metaphors that Shakespeare incorporates into Macbeth including birds allow the reader to reference their experience with strong birds fighting to create an image of what the humans in the story might have been fighting like. A captain describes how valiantly Macbeth fought in the battles in the beginning of the story, saying that he was â€Å"as sparrows eagles†, which paints a picture of a valiant and strong eagle fighting a small, meek sparrow (1.2.35-42). However, later in the story, when Macbeth’s position shifts and he is no longer perceived as a noble soldier but rather as a tyrannical ruler preying on those he controls, birds are used in a metaphor again to illustrate a changed image of Macbeth. â€Å"A falcon, tow’ring in her pride of place,† representing honor and innocence, â€Å"was by a mousing owl hawked at and killed,† illustrating an evil bird using its strength to overpower and kill an innocent bird (2.4.11-14).Sometimes, a reader does not glean the true meaning of an object in a story until after it has been illustrated throughout the entirety of the work of literature. Throughout the uses of birds in Macbeth, including the imagery and metaphors, a pattern occurs where a powerful owl is preying on weaker birds, and by the end of the story the reader comes to realize that the owl is a representation of Macbeth and the acts he is committing. The owl referenced during the murder of Duncan, is described as an â€Å"obscure bird† that â€Å"clamored the livelong night† as he â€Å"heard i’ th’ air, strange screams of death† (2.3.49-56). The owl in this scene is a symbol for Macbeth discovering what he is capable of, and what new powers he receives when he utilizes his newfound strength against others. One example of how he uses his recent strength was when he decided to have everyone in Macduff’s castle unnecessarily murdered. In this scene Lady Macduff is expressing her anger toward her husband, but also reveals characteristics of Macbeth when she states that her husband is not equal to â€Å"the most diminutive of birds,† which â€Å"will fight, her young ones in her nest, against the owl† (4.2.6-14). Macbeth being represented by the owl in this context depicts him as a villain that is so hungry for control that he will go to such extremes as to attack a weak, defenseless bird and it’s young. Sometimes it is equally as important to illustrate the weak side of a relationship as the strong side because then the contrast between the weak and the strong is magnified for the reader. In Macbeth, Shakespeare utilizes this juxtaposition to make the theme of strong versus weak even more apparent by inserting some descriptions of birds that appear weak to make the acts done by the stronger birds even more horrific. The day before Duncan’s murder where a powerful, evil owl was present, Banquo and Duncan comment on the sweet, innocent birds at Macbeth’s castle, â€Å"this guest of summer, the temple-haunting martlet, does approve†¦that the heaven’s breath smells wooingly here† this illustrates their vulnerability and unawareness to the upcoming strike by Macbeth, making his actions seem even worse. When Lady Macduff tells her son that â€Å"thou’dst never fear the net nor lime, the pitfall nor the gin,† he responds with a question of why he should because â€Å"poor birds they are not set for†, meaning that because he would be such a weak bird, hunters would have no want for him (4.2.36-37). Just after making this point, the defenseless son of Macduff is murdered by the king Macbeth, making the reader question what kind of tyrant Macbeth has come to be. The use of birds in Macbeth by Shakespeare is used to develop the theme of weak versus strong when they are used in metaphors, when Macbeth is represented by a bird throughout the story, and by the juxtaposition of the weak and strong birds. The acts committed by the characters aroused emotions in the audience because they were not so unrealistic that the audience could not relate to them, they represented the mammal in humans, the animal inside of all of us that we attempt to constrain. Birds are essential to create this unsettling feeling because their rustic, animal-like nature is no unlike the animalistic traits we try to hide, which allows the reader or audience to relate with the motif.