To Kill A Mockingbird, Three Representations of Mockingbirds Essay Example For Students

To Kill A Mockingbird, Three Representations of Mockingbirds Essay A mockingbird is a sort of bird which sings songs that are beautiful and pleasing to the world, but this bird never hurts anyone. It only makes beautiful music for everyone, never doing any harm. In the novel, the mockingbird serves as a symbol for the people who do good deeds and are hurt by people or society in some way or another. There are three characters in this novel that symbolize this peaceful, innocent, beautiful creature; these characters are Atticus, Tom Robinson, and Scout. The peace, tranquility, innocence, and role as a father make Atticus one of the most significant mockingbirds in this novel. We will write a custom essay on To Kill A Mockingbird, Three Representations of Mockingbirds specifically for you for only $16.38 $13.9/page Order now Hostility has never been an issue for Atticus; he is always kind and loving to everyone. One example of this is his defense of Tom Robinson in court, even though he knew that he would lose. Atticus Finchs overwhelming kindness is also expressed in his kindness to the Cunninghams; accepting the youngest Cunningham for dinner and accepting crops and food goods as payment to debt owed by Mr. Cunningham. Not all people in this cruel, unjust world will do such a thing as to accept crops as payment for a monetary debt; Atticus Finch is not an ordinary man. He is destroyed internally by the unjust verdict of Tom Robinsons case; all of the evidence and arguments on Atticuss part would have proven him innocent in a just court of law, but the guilty verdict shows racial slander and injustice solely on the colour of Toms skin. This loving, tranquil man is also hurt internally when Tom is shot seventeen times and killed trying to escape the prison; a more just consequence could have been administered rather than shooting him seventeen times. Without Atticus Finch in this novel, the obvious theme of racial prejudice would not be as effective. Tom Robinson, through his actions, peacefulness, and innocence, is without a doubt one of the best representations of a mockingbird in this novel. He is always doing good deeds for everyone, never charging a cent.. Even after he chops up Mayellas chiffarobe, he refuses to even take a nickel; he said his work was for free. Tom is one of the characters in the book with the best morals, yet he is killed unjustly: Your fathers right, she said. Mockingbirds dont do one thing but make music for us to enjoy . . . but sing their hearts out for us. Thats why its a sin to kill a mockingbird Lee, p.94 ch 10. Tom Robinson quite possibly has the best morals of any other character in the book. And even with those in modern society, when they are juxtaposed with Tom, their morals would seem horrible. He is nice, loving, considerate, and loyal to everyone in the town, no matter what they have done to him before. Even through his horrible and erroneous indictment, he still showed nothing but love and respect for everyone in the town. When Tom was slain, a transgression was committed  by the prison guards. Tom was hurt by first being discriminatorily and unjustly convicted of raping Mayella Ewell, and secondly being shot at prison while trying to escape. Mr. Robinson did not merit this, nor would anyone else of his level of innocence. Scout is conceivably the most innocent of all characters in To Kill a Mockingbird. Her innocence is best described at the beginning of the book: Your father does not know how to teach. You can have a seat now. I mumbled that I was sorry and retired meditating upon my crime Lee p. 5 ch. 1 This demonstrates that although the crime accused of was not a large one at all, she was still remorseful and apologetic. A large portion of her innocence is accounted by her age and upbringing; she is just a small girl, and she is raised by one of the most loving, considerate men in the whole town. Scout Finch is very polite and mindful to her father; she never seems to be much of a problem to him. .u48e4a29a75ccfb9fc514ec762a27170e , .u48e4a29a75ccfb9fc514ec762a27170e .postImageUrl , .u48e4a29a75ccfb9fc514ec762a27170e .centered-text-area { min-height: 80px; position: relative; } .u48e4a29a75ccfb9fc514ec762a27170e , .u48e4a29a75ccfb9fc514ec762a27170e:hover , .u48e4a29a75ccfb9fc514ec762a27170e:visited , .u48e4a29a75ccfb9fc514ec762a27170e:active { border:0!important; } .u48e4a29a75ccfb9fc514ec762a27170e .clearfix:after { content: ""; display: table; clear: both; } .u48e4a29a75ccfb9fc514ec762a27170e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u48e4a29a75ccfb9fc514ec762a27170e:active , .u48e4a29a75ccfb9fc514ec762a27170e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u48e4a29a75ccfb9fc514ec762a27170e .centered-text-area { width: 100%; position: relative ; } .u48e4a29a75ccfb9fc514ec762a27170e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u48e4a29a75ccfb9fc514ec762a27170e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u48e4a29a75ccfb9fc514ec762a27170e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u48e4a29a75ccfb9fc514ec762a27170e:hover .ctaButton { background-color: #34495E!important; } .u48e4a29a75ccfb9fc514ec762a27170e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u48e4a29a75ccfb9fc514ec762a27170e .u48e4a29a75ccfb9fc514ec762a27170e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u48e4a29a75ccfb9fc514ec762a27170e:after { content: ""; display: block; clear: both; } READ: Early American Literature EssayShe is also very considerate of other people, as can be seen from her growing interest in the Tom Robinson case and through her devastation from the verdict. Scout Finch is not hurt by any person in particular, but by her own realization of how cruel the world really is and the constant injustice that lingers about, taken in as often as one would breathe. Scout is a mockingbird in its purest form; she never meaningfully hurts anyone, and she is of the utmost importance to the theme and emotional aspects and values of the novel. The mockingbird truly is a very powerful symbol in the form used in this novel. The mockingbird symbol in the novel acquires a profound moral significance. For, unlike the world of tender love and longing of Walt Whitmans Alabama birds, Harper Lees Alabama presents a bleak picture of a narrow world torn by hatred , injustice, violence and cruelty, and we lament to see what man has made of man. Dave, 245 It represents a person who is full of peacefulness, innocence, and tranquility yet is still slowly but steadily torn apart piece by piece by the unrelenting injustice and cruelty of society. Atticus, Scout, Tom Robinson, and many others provide examples of this; they are victims to the cruel world they are forced to live in and cannot escape.

Euthyphro essays

Euthyphro essays Socrates encounters Euthyphro outside the court of Athens. Socrates has been called to court on charges of impiety by Meletus, and Euthyphro has come to prosecute his own father for having unintentionally killed a murderous hired hand. Socrates flatters Euthyphro, suggesting that Euthyphro must be a great expert in religious matters if he is willing to prosecute his own father on so questionable a charge. Euthyphro concurs that he does indeed know all there is to be known about what is holy. Socrates urges Euthyphro to instruct him and to teach him what holiness is, since Euthyphro's teaching might help Socrates in his trial against Meletus. First, Euthyphro suggests that holiness is persecuting religious offenders. Socrates finds this definition unsatisfying, since there are many holy deeds aside from that of persecuting offenders. He asks Euthyphro instead to give him a general definition that identifies that one feature that all holy deeds share in common. Euthyphro suggests that what is holy is what is agreeable to the gods, in response to which Socrates points out that the gods often quarrel, so what is agreeable to one might not be agreeable to all. Euthyphro's most important attempt to define holiness comes with his suggestion that what is holy is what is approved of by all the gods. Socrates sets up a rather elaborate argument to show that the two cannot be equivalent. What is holy gets approved of by the gods because it is holy, so what is holy determines what gets approved of by the gods. And what gets approved of by the gods in turn determines what is approved of by the gods. It follows from this reasoning that what is holy cannot be the same thing as what is approved of by the gods, since one of these two determines what gets approved of by the gods and the other is determined by what gets approved of by the gods. Euthyphro is next led to suggest that holiness is a kind of justice, specifically, that kind which is...

Battle of Agincourt - Hundred Years War

Battle of Agincourt - Hundred Years' War Battle of Agincourt: Date Conflict: The Battle of Agincourt was fought October 25, 1415, during the Hundred Years War (1337-1453). Armies Commanders: English King Henry Vapprox. 6,000-8,500 men French Constable of France Charles dAlbretMarshal Boucicautapprox. 24,000-36,000 men Battle of Agincourt - Background: In 1414, King Henry V of England began discussions with his nobles regarding renewing the war with France to assert his claim on the French throne. He held this claim through his grandfather, Edward III who begun the Hundred Years War in 1337. Initially reluctant, they encouraged the king to negotiate with the French. In doing so, Henry was willing to renounce his claim to the French throne in exchange for 1.6 million crowns (the outstanding ransom on French King John II - captured at Poitiers in 1356), as well as French recognition of English dominion over occupied lands in France. These included Touraine, Normandy, Anjou, Flanders, Brittany, and Aquitaine. To seal the deal, Henry was willing to marry the young daughter of the chronically insane King Charles VI, Princess Catherine, if he received a dowry of 2 million crowns.  Believing these demands too high, the French countered with a dowry of 600,000 crowns and an offer to cede lands in Aquitaine.  Negotiations quickly stalled as the French refused to increase the dowry. With talks deadlocked and feeling personally insulted by French actions, Henry successfully asked for war on April 19, 1415. Assembling an army of around, Henry crossed the Channel with around 10,500 men and landed near Harfleur on August 13/14. Battle of Agincourt - Moving to Battle: Quickly investing Harfleur, Henry hoped to take the city as a base before advancing east to Paris and then south to Bordeaux. Meeting a determined defense, the siege lasted longer than the English had initially hoped and Henrys army was beset by a variety of diseases such as dysentery. When the city finally fell on September 22, the majority of the campaigning season had passed. Assessing his situation, Henry elected to move northeast to his stronghold at Calais where the army could winter in safety. The march was also intended to demonstrate his right to rule Normandy. Leaving a garrison at Harfleur, his forces departed on October 8. Hoping to move quickly, the English army left their artillery and much of the baggage train as well as carried limited provisions. While the English were occupied at Harfleur, the French struggled to raise an army to oppose them. Gathering forces at Rouen, they were not ready by the time the city fell. Pursuing Henry, the French sought to blockade the English along the River Somme. These maneuvers proved somewhat successful as Henry was forced to turn southeast to seek an uncontested crossing. As a result, food became scarce in the English ranks. Finally crossing the river at Bellencourt and Voyenes on October 19, Henry pressed on towards Calais. The English advance was shadowed by the growing French army under the nominal command of Constable Charles dAlbret and Marshal Boucicaut. On October 24, Henrys scouts reported that the French army had moved across their path and was blocking the road to Calais. Though his men were starving and suffering from disease, he halted and formed for battle along a ridge between the woods of Agincourt and Tramecourt. In a strong position, his archers drove stakes into the ground to protect against cavalry attack. Battle of Agincourt - Formations: Though Henry did not desire battle due to being badly outnumbered, he understood that the French would only grow stronger. In deploying, men under the Duke of York formed the English right, while Henry led the center and Lord Camoys commanded the left.  Occupying the open ground between the two woods, the English line of men at arms was four ranks deep. The archers assumed positions on the flanks with another group possibly being located in the center. Conversely the French were eager for battle and anticipated victory. Their army formed in three lines with dAlbret and Boucicault leading the first with the Dukes of Orleans and Bourbon. The second line was led by the Dukes of Bar and Alenà §on and the Count of Nevers. Battle of Agincourt - The Armies Clash: The night of October 24/25 was marked by heavy rain which turned the newly plowed fields in the area into a muddy quagmire. As the sun rose, the terrain favored the English as the narrow space between the two woods worked to negate the French numerical advantage. Three hours passed and the French, awaiting reinforcements and perhaps having learned from their defeat at Crà ©cy, did not attack. Forced to make the first move, Henry took a risk and advanced between the woods to within extreme range for his archers. The French failed to strike with the English were vulnerable (Map). As a result, Henry was able to establish a new defensive position and his archers were able to fortify their lines with stakes. This done, they unleashed a barrage with their longbows. With the English archers filling the sky with arrows, the French cavalry began a disorganized charge against the English position with the first line of men-at-arms following. Cut down by the archers, the cavalry failed to breach the English line and succeeded in doing little more than churning the mud between the two armies. Hemmed in by the woods, they retreated through the first line weakening its formation. Slogging forward through the mud, the French infantry was exhausted by the exertion while also taking losses from the English archers. Reaching the English men-at-arms, they were able to initially push them back. Rallying, the English soon began inflicting heavy losses as the terrain prevented the greater French numbers from telling. The French were also hampered by the press of numbers from the side and behind which limited their ability to attack or defend effectively. As the English archers expended their arrows, they drew swords and other weapons and began attacking the French flanks. As a melee developed, the second French line joined the fray. As the battle raged, dAlbret was killed and sources indicate that Henry played an active role at the front. Having defeated the first two French lines, Henry remained wary as the third line, led by the Counts of Dammartin and Fauconberg, remained a threat. The only French success during the fighting came when Ysembart dAzincourt led a small force in a successful raid on the English baggage train. This, along with the menacing actions of the remaining French troops, led Henry to order the killing of the majority of his prisoners to prevent them from attacking should the battle resume. Though criticized by modern scholars, this action was accepted as necessary at the time. Assessing the massive losses already sustained, the remaining French troops departed the area. Battle of Agincourt - Aftermath: Casualties for the Battle of Agincourt are not known with certainty, though many scholars estimate the French suffered 7,000-10,000 with another 1,500 nobles taken prisoner. English losses are generally accepted to be around 100 and perhaps as high as 500. Though he had won a stunning victory, Henry was unable to press home his advantage due to the weakened state of his army. Reaching Calais on October 29, Henry returned to England the following month where he was greeted as a hero. Though it would take several more years of campaigning to achieve his goals, the devastation wrought upon the French nobility at Agincourt made Henrys later efforts easier. In 1420, he was able to conclude the Treaty of Troyes which recognized him as the regent and heir to the French throne. Selected Sources History of War: Battle of Agincourt

Introduction about cell cycle by emphasizing DNA replication Research Paper

Introduction about cell cycle by emphasizing DNA replication - Research Paper Example Evidently, there is a need to ensure that DNA replication occurs only once per cell cycle to prevent daughter cells having inappropriate copy numbers and other potentially fatal errors (Byun et al, 2005, Lou et al, 2008, Kurth& Gautier, 2010). This means that DNA replication is tightly controlled by a number of different cell elements, including RCs and the cyclin-dependent kinase (CdK) known as Cdc28p (Drury, Perkins &Diffley, 2000). The CdK family is important in cell cycle regulation as they phosphorylate proteins involved in cell cycle checkpoints. During the assembly of RCs at an origin, a family of proteins (Mcm2-7) becomes associated with the DNA (Randell et al, 2010, Lydeard et al, 2010), a mechanism that requires the origin-recognition complex (ORC) and Cdc6 (cell division cycle 6) (Randall et al, 2006). The loading of Mcm2-7 helicase onto origin-proximal DNA for replication is directed by the ORC and Cdc6, initiated by sequential ATP hydrolysis (Randall et al, 2006). This occurs at a precise time during G1 in part due to the mechanisms of Cdc28p (Drury et al, 2000), which plays the dual function of preventing RC formation and initiating the replication of DNA within the cell cycle (Drury et al, 2010). Cdc6p is also important in the cell cycle because it prevents DNA re-replication, as without it there may be multiple rounds of DNA re-replication without the mitosis event (Drury et al, 2010). It is possible to judge which phase of the cell cycle a cell is at through levels of Cdc6p: high during G1 and then gets phosphoryl ated during the S phase (Rizzardi& Cook, 2013). Perkins, Drury &Diffley (2001) showed the importance of CDC6 by introducing mutant alleles of the CDC6 gene. Two major transformants of CDC6 were chosen. CDC6-d1 ensured that the cell could not progress onto S phase, as there was abnormal assembly of the pre-RC complex. CDC6-d2 ensured that

Emotions of a woman on the birth of a child Essay

Emotions of a woman on the birth of a child - Essay Example I didn’t like the frog-looking thing that the ultra-sound revealed, nor the pumpkin that my mother said was inside me, nor the stork stories of Hans Christian Andersen fairytales. I imagined instead that I had swallowed the moon and that it was growing and expanding, filling me with incredible light. First, it was a period of darkness when I couldn’t feel her at all, then a sickle-shaped crescent moon, then a big round full moon that made me waddle in the days, and toss and turn at nights, and crave Kentucky Fried Chicken at midnight and be repulsed by it when I got it.But now the white-hot light that shafted through me was not the gentle glow that I’d felt for the past three months, but a tearing searing volcanic eruption of a life force that needed at all costs to be brought forth. I felt like a mountain that was being split asunder by a force greater than me, and I thought that I would die from the six-hour ordeal, like Rachel in the Bible story when she gave birth to Benjamin. But no, finally she released me from my woman’s curse of bearing children in pain (from eating the aching attractive but forbidden fruit). There was a sweltering silence, and in my groggy post-natal haze I heard a sharp short slap, then a wild wail that I couldn’t believe was human.When they put her in my arms I was spellbound. It was impossible that this was her: the moon-thing from my belly, the volcano that erupted from me, the werewolf that wailed at being brought into the world.... I stared at her in amazement. I didn't have enough eyes to look at her, her skin like Starbucks mocha that would eventually "brown" like Grandma's chocolate cake to look more like mine. I didn't have enough lips to kiss her soft skin that dented under my touch like a downy pillow. Not enough nostrils to inhale her smell -- so strange yet sweet -- a smell of new life. Nor enough hands to touch her incredibly smooth warm skin, to fight with her to unfold her tiny balls of hands that wound around anything it could catch. Seeing her for the first time was more beautiful than Shakespeare's "russet-clad" sunset, more thrilling than my first kiss. And there were many firsts that have dotted this past year like the occasional caramel-coated nut in an already delicious Nestle Drumstick cone: the first time she opened her eyes and revealed her dark brown eyes that she had sneakily kept hidden like an opal; her first smile, like a burst of sunlight peeping out from under a shadowy mountain; her first tear that terrified me and made me want to rip apart the invisible beast that hurt her like an enrage mother lion; the first time she held my hand and a shot of love ran from my womb, up my spine and through my heart. I am still looking forward to her first words, and hope they will be "Ma-ma", which will be like Beethoven's Fifth Symphony to my ears (strange but magnificently beautiful), and not to mention her first steps on chubby drumstick-like legs (I ate too much KFC when I was pregnant), her first cut knee, her first day of school, her first crush Looking at her now, a little brown leprechaun from my own body, with her impish toothless grin, her lovable moon face and scraggly weed-like hair that I don't know how I will ever comb, I'm

Two detective stories Essay Example for Free

Two detective stories Essay For my English coursework I am going to explain the similarities and the differences between the two detective stories The Speckled Band written by Sir Arthur Conan Doyle and Forever After written by Jim Thomson. The Speckled Band was written in 1892, the detective in this story was none other than the famous Sherlock Holmes. The story was set in the 1890s so the people reading it at the time could relate to the story. Jim Thomson wrote Forever After but in this story there was no famous character, Jim Thomson had to create all of the characters from new. This means he had more flexibility to write the story. Conan Doyle was English and Jim Thomson was American. Obviously this would change the style of writing. Also The Speckled Band was written in 1892 and Forever After was written in 1960 so there was a large difference in the time it was written. This also means that the style of writing is different. The difference in age will also mean that when people read the story now, it will greatly affect how they can relate to it. In they1890s the people could relate to the speckled band because they where living in the same situation and the same lifestyle, but that was a long time ago so when people look at it now they might not be able to understand the situations and circumstances that they where in. The way of life has changed considerably. In the speckled band was written in the normal way of writing detective stories. There is a detective, a shady, typical villain, a spooky house, a suspect, many red herrings and a very difficult mystery to solve. The surprise in the story is when the mystery has been solved. Holmes already has a reputation before you even pick up the book. This gives Conan Doyle the advantage of not having to create a character. Dr Watson starts off the book by talking about all of the seventy odd mysteries he has witnessed his friend Sherlock Holmes investigate and solve. The he singles out one story in particular that he remembers this is the story of the speckled band. This makes you think that this story is special and is different from all of his other stories if this is the story, which he remembers in particularly. The story begins and a strange woman has arrived one early morning at Sherlock Holmess house. The author describes her as a lady heavily veiled and dressed in black. This told me that she is possibly mourning someones death; this creates a very dark and scary atmosphere, it also makes the reader very curious. This early arrival also makes the reader wonder what story this woman has arrived to tell and her appearance gives the impression that it could be a dark and frightening tale.

Tecumseh Essays -- essays research papers

Tecumseh ,Shawnee war chief, was born at Old Piqua, on the Mad River in western Ohio. In 1774, his father, Puckeshinwa, was killed at the Battle of Point Pleasant, and in 1779 his mother, Methoataske, accompanied those Shawnees who migrated to Missouri, later died. Raised by an older sister, Tecumpease, Tecumseh would play war games with other fellow youths in his tribe. Tecumseh accompanied an older brother, Chiksika, on a series of raids against frontier settlements in Kentucky and Tennessee in the late 1780’s. Chiksika had a vision that he would not survive the battle at Buchanan’s station he went ahead as plan and attacked the stockade and was mortally wounded and was carried from the battle field and the dying warrior asked not to be buried but to be placed on a hill. Tecumseh and the other’s retreated back to a Cherokee village where most went back to Ohio while Tecumseh and some other warriors stayed behind. After that Tecumseh went on mostly hunting but occasionally attacking settler’s. After that moved back towards home and come to find out that the Shawnee’s had moved on to where it’s much safer. The battle of Fallen Timber’s broke confidence in British assistance as well as many casualties. Pissed off by the Indian defeat, he refused to sign the Treaty of Greenville (1795). In the 1800’s Tecumseh began to show signs of a prominent war chief. He led a group of yong Indian warriors to a village on the White River in east-central Indiana. There in 1805 Lalawethika ex...

Discipline and Improve Students Behaviour in Classroom Education Essay

The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans & Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments, tc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.

The Soul as Inseparable Entity from the Body

Aristotle basically believes that a soul is the basic or core essence of a living organism. The notion of a body or form without a soul is simply unintelligible. Soul is what makes a living thing alive. Plants and animals that include man have souls. But Aristotle believes that every kind of living thing possessed a different kind of soul. Soul is simply defined by Aristotle â€Å"as the expression or realization of a natural body† by which he basically elaborate â€Å"soul according to its functions† (â€Å"On the Soul†). He holds the idea that there is a strong connection between the psychological states of living organisms (their sense of logic, reason and physical manifestations as product of their thought processes) and physiological processes. Body and soul are unified. â€Å"The movements or the development of the soul is manifested through the body† thus the soul is the substance that characterized the living body (Sachs 2001). The soul is inseparable from the body since it provides essential characters to it. However, Aristotle believes that every kind of living thing possesses a different version of soul. The nature of soul according to Aristotle depends on the type of organism and its position in the hierarchy. What makes a human being authentic to other living organisms is his ability to hold rational beliefs and to exercise reason. He classified life into different levels because of the soul they possessed. Plants have the lowest level of soul, animals other than humans have a higher level of souls and humans possessed the highest level of soul having the capacity for reason. Both plants and animals obtain what they need for reproduction and growth but only animals specifically man have a sense of touch or sensory, perception and cognitive abilities. The biological nature of human beings with their unique capacities to think and feel is definitely a reward. Aristotle says: â€Å"We must maintain, further, that the soul is also the cause of the living body as the original source of local movement. The power of locomotion is not found, however, in all living things. But change of quality and change of quantity are also due to the soul. Sensation is held to be a qualitative alteration, and nothing except what has soul in it is capable of sensation. The same holds of the quantitative changes which constitute growth and decay; nothing grows or decays naturally except what feeds itself, and nothing feeds itself except what has a share of soul in it† (Sachs 2001). Aristotle opposed the popular belief in Philosophy that a soul is a separate entity that can exist even without a body. However, Aristotle believes that the soul moves the body. Sensation, locomotion, biological and eventually physical development are caused by the soul. All the faculties of the soul are inseparable from the living body except our sense of reason, since reason will not die and fade. It has the capacity to live and facilitates even after death but not perception. When the living body dies, their biological and physical development and sensory faculties will eventually stop and obstruct. Aristotle in his views on soul basically believes that soul is not a separate entity but rather it is the actuality of the living body. Soul can not be immortal. When the living body dies the exercise or faculty of soul also stops with the exception of reason of course, since reason can stand on his own even after the death. Reference: On the Soul. (2009). In Encyclopà ¦dia Britannica. Retrieved February 28, 2009, from Encyclopà ¦dia Britannica Online: http://www.britannica.com/EBchecked/topic/428826/On-the-Soul Aristotle. Aristotle's On the Soul: And, On Memory and Recollection. Sachs (2001). Green Lion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press

The Lords Baltimore and Their Impact on American History

The Lords Baltimore and Their Impact on American History Baron, or Lord, Baltimore is a now  extinct title of nobility in the Peerage of Ireland. Baltimore is an Anglicization of the Irish phrase baile an thà ­ mhà ³ir e, which means town of the big house.   The title was first created for Sir George Calvert in 1624. The title became extinct in 1771 after the death of the 6th Baron.  Sir George and his son, Cecil Calvert, were British subjects rewarded with land in the new world.   Cecil Calvert was the 2nd Lord Baltimore. It is after him that the Maryland city of Baltimore is named after. Thus, in American history, Lord Baltimore usually refers to Cecil Calvert. George Calvert George was an English politician who served as  Secretary of State  to King James I. In 1625, he was given the title Baron Baltimore when he resigned from his official position.​ George became invested in the colonization of the Americas. While initially for commercial incentives, George later realized colonies in the New World could become a refuge for English Catholics and a place for religious freedom in general. The Calvert family was Roman Catholic, a religion which most inhabitants of the New World and followers of the Church of England were prejudiced against. In 1625, Geroge publicly declared his Catholicism. Involving himself with colonies in the Americas, he was at first rewarded with a title to land in Avalon, Newfoundland in present-day Canada. To expand on what he already had, George asked the son of James I, Charles I, for  a royal charter to settle the land north of Virginia. This region would later become the state of  Ã¢â‚¬â€¹Maryland. This land was not signed over until 5-weeks after his death. Subsequently, the charter and land settlement was left to his son, Cecil Calvert. Cecil Calvert Cecil was born in 1605 and died in 1675. When Cecil, second Lord Baltimore, founded the colony of Maryland, he expanded on his fathers ideas of freedom of religion and separation of church and state. In 1649, Maryland passed the  Maryland Toleration Act, also known as the Act Concerning Religion. This act mandated religious tolerance  for Trinitarian Christians only. Once the act was passed, it became  the first law establishing a religious tolerance in British North American colonies. Cecil wanted  this law to also  protect Catholic settlers and others who  did not conform to the established state  Church of England.  Maryland, in fact, became known as a haven for Roman Catholics in the New World. Cecil governed Maryland for 42 years. Other Maryland cities and counties honor Lord Baltimore by naming themselves after him. For instance, there is Calvert County, Cecil County, and Calvert Cliffs.

The Wade-Davis Bill and Reconstruction

The Wade-Davis Bill and Reconstruction At the end of the American Civil War, Abraham Lincoln wanted to bring the Confederate states back into the Union as amicably as possible. In fact, he did not even officially recognize them as having seceded from the Union. According to his Proclamation of Amnesty and Reconstruction, any Confederate would be pardoned if they swore allegiance to the Constitution and the union except for high-ranking civil and military leaders or those who committed war crimes. In addition, after 10 percent of voters in a Confederate state took the oath and agreed to abolish slavery, the state could elect new congressional representatives and they would be recognized as legitimate. Wade-Davis Bill Opposes Lincoln's Plan The Wade-Davis Bill was the Radical Republicans answer to Lincolns Reconstruction plan. It was written by Senator Benjamin Wade and Representative Henry Winter Davis. They felt that Lincolns plan was not strict enough against those who seceded from the Union. In fact, the intention of the Wade-Davis Bill was more to punish than to bring the states back into the fold.   The key provisions of the Wade-Davis Bill were the following:   Lincoln would be required to appoint a provisional governor for each state. This governor would be responsible for implementing measures set out by Congress to reconstruct and state government.  Fifty-percent of the states voters would be required to swear loyalty to the Constitution and the Union before they could even begin creating a new Constitution through the state Constitutional Convention. Only then would they be able to begin the process to be officially be readmitted to the Union.  While Lincoln believed that only the military and civilian officials of the Confederacy should not be pardoned, the Wade-Davis Bill stated that not only those officials but also anyone who has voluntarily borne arms against the United States should be denied the right to vote in any election.  Slavery would be abolished and methods would be created to protect the liberty of freedmen.   Lincoln's Pocket Veto The Wade-Davis Bill easily passed both houses of Congress in 1864. It was sent to Lincoln for his signature on July 4, 1864. He chose to use a pocket veto with the bill. In effect, the Constitution gives the president 10 days to review a measure passed by Congress. If they have not signed the bill after this time, it becomes law without his signature. However, if Congress adjourns during the 10-day period, the bill does not become law. Because of the fact that Congress had adjourned, Lincolns pocket veto effectively killed the bill. This infuriated Congress. For his part, President Lincoln stated that he would allow the Southern states to pick which plan they wanted to use as they rejoined the Union. Obviously, his plan was much more forgiving and widely supported.  Both Senator Davis and Representative Wade issued a statement in the New York Tribune in August 1864 that accused Lincoln of attempting to secure his future by ensuring that southern voters and electors would support him. In addition, they stated that his use of the pocket veto was akin to take away the power that should rightfully belong to Congress. This letter is now known as the Wade-Davis Manifesto.   Radical Republicans Win in the End Sadly, despite Lincolns victory, he would not live long enough to see Reconstruction proceed in the Southern states. Andrew Johnson would take over after Lincolns assassination. He felt that the South needed to be punished more than Lincolns plan would allow. He appointed provisional governors and offered amnesty to those who took an oath of allegiance. He stated that states had to abolish slavery and acknowledge seceding was wrong. However, many Southern States ignored his requests. The Radical Republicans were finally able to get traction and passed a number of amendments and laws to protect the newly freed slaves and force the Southern states to comply with necessary changes.

Current state of the US economy Essay Example | Topics and Well Written Essays - 500 words

Current state of the US economy - Essay Example The world always closely observes the political and economical spheres of the US. Undoubtedly, the waves in the US economy are reflected throughout the world economy. But the global recession which marked its beginning in December 2007 was a huge setback to their undisputed leadership in the world economy. US economy was deplorably affected by the global recession of 2008. The subprime mortgage crisis was the sole cause of this recession. A huge fall in housing related assets resulted in a global financial crisis. Oil and food prices went up like anything. This eventually went to the collapse of a number of financial enterprises like Lehman Brothers, Bear Stearns, Freddie Mac, Fannie Mae and AIG etc. Automobile industry was also badly struck. It was a period of scrambled economic activity and negative expansion in GDP. The aftermaths of the late 2000s recession brought about overwhelming downfall in almost all phases of the economy. Contraction of GDP began in the third quarter of 2008 and was contracting rapidly by early 2009. Capital investment declined to the lowest rate in 50 years. As a result, the US had to face political instability as well. Decline in consumer credit, real estate bubbles, personal bankruptcies etc put the US economy into turmoil during this period. The GDP decline was about 5.1%. The US government announced a $700 billion bank bailout and $787 billion fiscal stimulus package to tackle the situation. The US was also struck by the draining of capital investment to developing countries like India and China which were not deeply affected by this recession. Government measures could not yield many results initially, but the economy started to regain its stability gradually, though in a slow pace. A poll by Reuters says that more than 50% of the Americans think that US is still in recession (Reuters polls). But according to official data of Bureau of Labour Statistics, a modest recovery is taking