...Atticus doesn't agree with her because she is a little selfish where on the other hand Jem and Scout are too young to realize how selfish she is. In chapter 13 Aunt Alexandra moves in to live with the kids and Atticus (Lee 127). She absolutely hates Calpurnia because she is black and at the bottom of the chain lowering the "legacy" of the Finch's. She believes that just because they have a different skin color they also deserve to be treated different...
Words: 616 - Pages: 3
...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....
Words: 435 - Pages: 2
...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...
Words: 447 - Pages: 2
...Macbeth and Atticus both from different novels but have their similarities and differences. They both face situations in there lives and through out the novel both Macbeth and Atticus develop an attitude. So Macbeth from the novel ‘’ Macbeth ‘’ and Atticus from the novel ‘’ To Kill a Mockingbird ‘’ are both protagonist of those novel and they faced situations and to compare them how each one of these protagonist valued the common good and each one faced it in a different way. Macbeth faced it with individual interest through violence and Atticus faced it with putting his own interests as risk in order to defend his beliefs about the common good. The two protagonist are going to be compared by the decisions took in dealing with the conflict,...
Words: 988 - Pages: 4
...occur around them cause them to shape their views. The fact that they are still kids makes their minds more malleable, and they often side with ones close to them in conflicts. This causes them to adopt morals as they grow up, and changes how they view things in everyday life. Jem and Scout change throughout the novel, for a variety of reasons. As Scout and Jem age, they gain maturity, as humans do. When Scout attends school for the first time at 6 years old,...
Words: 1094 - Pages: 5
...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...
Words: 1206 - Pages: 5
...The Joker is a perfect example of this, as he seeks the same goal as Batman, to make Gotham City a better place. The Joker does this by killing innocent civilians for what he claims to be the greater good, and Batman does this by allowing the innocent civilians to die, again for what he claims to be the greater good. This is made reference to by Harvey Dent’s trick coin, which has the same image on both sides, metaphorically showing that The Joker and Batman are two sides of the same coin; they are very similar irrespective of how different they may seem. The Joker and Batman both support violence in order to achieve the greater good; they must do evil things, in order to be...
Words: 558 - Pages: 3
...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...
Words: 1578 - Pages: 7
...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...
Words: 50344 - Pages: 202
...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...
Words: 117864 - Pages: 472
...-^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...
Words: 21492 - Pages: 86
...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...
Words: 41988 - Pages: 168
...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...
Words: 101358 - Pages: 406
...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, especially when its power is abused. Spilling the Ku Klux Klan’s secrets . . . Why experts of every kind are in the perfect position to...
Words: 105214 - Pages: 421
...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: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
Words: 244561 - Pages: 979
