...Looking at the maple door separating me from the courtroom, I knew that the outcome of this trial was going to be disaster. They ain’t gonna listen to Tom’s story, even though it’s the goddamn truth. I appointed Atticus this case because he’s the best lawyer in Maycomb. He isn’t impacted by the town’s main disease, he’s pure. As the crowd settled down, I walked it. Everyone stood up and as I sit behind the desk—they sit down too. As Mr. Gilmer stood up, I mentally rolled my eyes. Mr. Gilmer was not my favorite, because he was demanding, selfish, and had a terrible, austere personality. Heck Tate and Bob Ewell gave their statements, while I tuned them out and put my feet on the big red maple wooden desk, as I bit into my cigar which filled my nose with the sweet aroma of tobacco—sleeping through half of the trial. Statements that withheld lies were banal, which is why I am bored half of my job....
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...walked into the house and Dill secretly called me over. “Where have you been Dill?” I asked curiously. Dill replied, “Atticus took me and Jem to Mrs Robison’s house. Jem stayed in the car and I went outside backyard to play with Sam and other children I heard something weird that I want to tell you about.” This is what Dill told me. When Dill was having a rest, and was about to enter the house to grab a drink, he heard something from Helen’s house. Atticus and Helen were having a conversation about Tom. Dill soon pretended that he was playing with Sam and other children outside and approached to the opened window stealthily and leaned towards it on the porch. Dill described Helen was like the last leaf on the old branch like when the leaves falling when the season changes to Winter from Autumn. She didn’t have a hope like she was the last leaf hanging on the branch...
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...the most is Scout Finch, the narrator. Starting out as a young, tomboy character who is naïve and immature, over the years in which the novel is set a change in her behaviour becomes prominent, as she acquires more grown up behaviours and beliefs. Arguably the most important change in Scout’s character is her learning to understand other people and their desires and needs, rather than just her own. A notable example of this is her treatment of Boo Radley. At the beginning of the novel, the children’s games concerning his lifestyle and family history demonstrated childish and immature fantasies and, ultimately, a selfish obsession with him, revealing no thought of Boo’s feelings or point of view. Atticus advises them against this habit, telling the children to “stop tormenting that man”. The Radley games is also the one of the first times in the novel when Atticus uses one of his commonest pieces of advice: to “climb into his skin and walk around in it”. However, as the novel progresses, it is obvious that Scout and Jem do become more thoughtful of Boo Radley, stopping their constant annoyance of him, and starting to realise Boo’s sentiments as well. This is shown when Jem has an epiphany that the reason “Boo Radley’s stayed shut up in the house all this time . . . because he wants to stay inside”, and Scout decides against pursuing the activities of the houses’ inhabitants, deeming that it was “better not to bother him”. Finally, at the end of the novel Scout offers Boo a seat...
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...seemed to have. Tom Robinson a black man who was accused of raping a white woman had taken the guilt although he was innocent. Because of the hypocrisy in Maycomb, Tom would never be able to get his hopes up. Atticus (a white lawyer) took the responsibility to defend Tom and try to eliminate the hypocrisy in his town. However Atticus was the only one in his town who wanted to do the right thing and stands up for what he believes in but the others wouldn’t. They just wanted to go along with the situation and let whatever happens, happen. There is a quote in the song “America is” that says “America is the home of the hypocrite”. The quote is really connected to the book because the people in Maycomb let their hypocrisy grow among them and won’t do what is right. American people always say “All people should be treated equally” but their actions never show whether or not they do value what they say. The people in Maycomb are afraid, and possibly wanted to do the right thing especially telling the truth, but they did not because they fear that their decisions or actions will somehow unplease others. Atticus couldn’t be the eye opener for the people in Maycomb because he was the only one that was kind of an outcast from the society unlike the other people who were selfish, hypocrites, and biased. In Maycomb, it is all about Black and Whites. Therefore their decisions towards your actions will be biased based on your skin tone. Both Harper Lee and Femmes Violent acknowledge...
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...did not have a good set of morals. This would be due to lack of experience dealing with people and having to make choices, and immaturity. One event that changes Scout could be when Miss Maudie explained to her that killing mockingbirds is a sin; "Your father's right," she said. "Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up people's gardens, don't nest in corncribs, they don't do one thing but sing their hearts out for us. That's why it's a sin to kill a mockingbird." (pg, 119) this teaches her to not bother innocent people for no reason, a lesson on morality. Another event would be witnessing the harsh injustice against Tom Robinson, simply because he is black. When she hears Jem say “It ain’t right, Atticus” (pg 284) and then having her father agree with that exposes her to their good morals, and thus further instilling them into...
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...underlying reality of good and evil in society, as their father, Atticus Finch attempts to teach them the morals of killing shadowed innocent beings who are helpless to their own freedom. After the encounter with Atticus and being told that to kill a mocking is a sin, Scout asks Miss Maudie who explains that,” Mockingbirds don’t do one thing but make music for us to enjoy . . . but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.” In the novel, Mockingbirds symbolize harmless innocent people who have only ever tried to serve others but are destroyed by the evil around them. To terrorize a Mockingbirds security is deemed to be morally detestable, as it would be considered a “sin.” The concept of Mockingbird relate to those discriminated for complex past history and wellbeing, race and mixed orientation. Boo Radley, Tom Robinson and mixed children represent the innocent creatures that are deemed to be the harmless and helpless Mockingbirds of Maycomb County. Boo Radley is clarified as a greatly misunderstood troubled victim of society with an intricate past history involving an abusive parental figure devoted to his own selfish pride, resulting in locking his son away from society. At the start of the book, Jem’s perception of Boo Radley surrounds the words of, “ blood stained”, “Jaggard scar” and “ yellow and rotten.” He is assumed as a “malevolent phantom,” by those around him, apart from Atticus who insists that both Scout and Jem should stop “Tormenting...
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...The Coexistence of Good and Evil “Where there is much light, the shadow is deep” (Johann Wolfgang von Goethe). This quote can be interpreted as a metaphor for the fact that good, the light, cannot exist without evil, the shadow. This is shown in Christopher Nolan’s film “The Dark Knight” in which, the protagonist Batman attempts to defend the City of Gotham from his rival, The Joker. This film proves that good and evil must always co-exist. Good and evil are subjective terms; the concept of being virtuous is a matter of perspective. Batman is considered to be the hero of the film, but one could argue that The Joker is the true, misunderstood, hero. At the beginning of the film, The Joker robs a bank and kills his crew members, which is a violent crime justified with good intent. The bank he robbed was operated by a mafia, and by causing this destruction, he was able to draw the mafia members out of hiding, and decrease the crime rate in Gotham City. Similarly, Batman is not as innocent as he seems. The Joker illustrates this by provoking Batman with a difficult choice. The Joker states that for every day Batman does not reveal himself that people will die, Batman refuses regardless, and becomes seen as an enemy of the city as a...
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...After being battered by Atticus’s rapid fire questions, the exasperated Mayella cries, “I got somethin‘ to say an’ then I ain’t gonna say no more. That nigger yonder took advantage of me an‘ if you fine fancy gentlemen don’t wanta do nothin’ about it then you’re all yellow stinkin‘ cowards, stinkin’ cowards, the lot of you. Your fancy airs don’t come to nothin‘—your ma’amin’ and Miss Mayellerin‘ don’t come to nothin’”(Lee). The premise of the trial was to establish if Tom was guilty or not when Mayella unfairly accused Tom of raping her. In reality, Tom was just a innocent bird who was trying to survive without harming anyone. When Mayella’s father saw that a negro was near his daughter, he angrily chased him away. He then proceeded to beat Mayella, and presumably even sexually assaulted her. If this matter was ever released to the public, her family would be the laughingstocks of the whole county, and she would have to face her father’s wrath. The only way to escape this would be to blame Tom of rape and save her selfish self. But as Atticus was clearly showing that Tom was not guilty, Mayella had to use this emotional passage to get the jury on her side. If she had to even use this ruse in the first place, Mayella could never be considered a full mockingbird, sharing...
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...Comparative Writing What is a comparative writing? Comparative writing asks that you compare at least two (possibly more) items. These items will differ depending on the assignment. You might be asked to compare • positions on an issue (e.g., responses to healthcare in Canada and the United States) • theories (e.g., capitalism and communism) • figures (e.g., Auto production in the United States and Britain) • texts (e.g., Shakespeare’s Hamlet and Macbeth) • events (e.g., the Great Depression and the global financial crisis of 2008–9) Although the assignment may say “compare,” the assumption is that you will consider both the similarities and differences; in other words, you will compare and contrast. Make sure you know the basis for comparison The assignment sheet may say exactly what you need to compare, or it may ask you to come up with a basis for comparison yourself. • Provided by the question: The question may ask that you consider the gradual loss of morals by major characters in Yann Martel’s Life of Pi and George Orwell’s Animal Farm. The basis for comparison will be the loss of morals by central figures in each text. • Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences. Develop a list of similarities and differences Once you know your basis for comparison...
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...A STUDY OF FULVIA by Allison Jean Weir A thesis submitted to the Department of Classics In conformity with the requirements for The degree of Master of Arts Queen’s University Kingston, Ontario, Canada December 2007 copyright © Allison Jean Weir 2007 Abstract Who was Fulvia? Was she the politically aggressive and dominating wife of Mark Antony as Cicero and Plutarch describe her? Or was she a loyal mother and wife, as Asconius and Appian suggest? These contrasting accounts in the ancient sources warrant further investigation. This thesis seeks to explore the nature of Fulvia’s role in history to the extent that the evidence permits. Fulvia is most famous for her activities during Antony’s consulship (44 BC) and his brother Lucius Antonius’ struggle against C. Octavian in the Perusine War (41-40 BC). But there is a discrepancy among the authors as to what extent she was actually involved. Cicero, Octavian and Antony, who were all key players in events, provide their own particular versions of what occurred. Later authors, such as Appian and Dio, may have been influenced by these earlier, hostile accounts of Fulvia. This is the first study in English to make use of all the available evidence, both literary and material, pertaining to Fulvia. Modern scholarship has a tendency to concentrate almost exclusively on events towards the end of Fulvia’s life, in particular the Perusine War, about which the evidence is much more abundant in later sources such as Appian and...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...-^uc THE LOEB CLASSICAL LIBRARY EDITED BY T. E. CAPPS, PH.D., LL.D. PAGE, LITT.D. W. H. D. ROUSE, utt.d. CICEKO DE OFFICIIS I . M.TULLIUS CICERO. rROMTHE JAMES LO£B COLLECTION ^y^ CICERO DE OFFICIIS WITH AN ENGLISH TRANSLATION BY WALTER MILLER PBOFESSOR OF LATIN IN IHE UNIVERSITY OF MISSOUEI LONDON WILLIAM HEINEMANN LTD NEW YORK G. R PUTNAM'S SONS : : MCMXXVIII IV5 rhst printed 1913 Rtprinted 1921, 1928 PrxMtdin Oreat Brttain by Woods and Soni, Lld., LonJon, M. I INTRODUCTION In the de Officiis we have, save for the latter PhiUppicSj the great orator's last contribution to The last, sad, troubled years of his busj"^ literature. life could not be given to his profession; and he turned his never-resting thoughts to the second love of his student days and made Greek philosophy a possibihty for Roman readers. The senate had been abohshed; the courts had been closed. His occupation was gone but Cicero could not surrender himself to idleness. In those days of distraction (46-43 b.c.) he produced for pubhcation almost as much as in all his years of active life. The liberators had been able to remove the tyrant, but they could not restore the republic. Cicero's own hfe was in danger from the fury of mad Antony and he left Rome about the end of March^ 44 b.c. He dared not even stop permanently in any one of his various country estates, but, wretched^ wandered from one of his villas to another nearly...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...FREAKONOMICS A Rogue Economist Explores the Hidden Side of Everything Revised and Expanded Edition Steven D. Levitt and Stephen J. Dubner CONTENTS AN EXPLANATORY NOTE In which the origins of this book are clarified. vii PREFACE TO THE REVISED AND EXPANDED EDITION xi 1 INTRODUCTION: The Hidden Side of Everything In which the book’s central idea is set forth: namely, if morality represents how people would like the world to work, then economics shows how it actually does work. Why the conventional wisdom is so often wrong . . . How “experts”— from criminologists to real-estate agents to political scientists—bend the facts . . . Why knowing what to measure, and how to measure it, is the key to understanding modern life . . . What is “freakonomics,” anyway? 1. What Do Schoolteachers and Sumo Wrestlers Have in Common? 15 In which we explore the beauty of incentives, as well as their dark side—cheating. Contents Who cheats? Just about everyone . . . How cheaters cheat, and how to catch them . . . Stories from an Israeli day-care center . . . The sudden disappearance of seven million American children . . . Cheating schoolteachers in Chicago . . . Why cheating to lose is worse than cheating to win . . . Could sumo wrestling, the national sport of Japan, be corrupt? . . . What the Bagel Man saw: mankind may be more honest than we think. 2. How Is the Ku Klux Klan Like a Group of Real-Estate Agents? 49 In which it is argued that nothing is more powerful than information,...
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