Essay on Oedipus Rexs Moral Responsibility - 1095 Words

Conscience, in modern usage, term denoting various factors in moral experience. Thus, the recognition and acceptance of a principle of conduct as binding is called conscience. In theology and ethics, the term refers to the inner sense of right and wrong in moral choices, as well as to the satisfaction that follows action regarded as right and the dissatisfaction and remorse resulting from conduct that is considered wrong. In earlier ethical theories, conscience was regarded as a separate faculty of the mind having moral jurisdiction, either absolute or as a representative of God in the human soul. Various syntheses of traditional theology with the existential view that knowledge is more emotional than scientific have been developed in†¦show more content†¦Lonely and homeless, Oedipus arrived at Thebes, which was beset by a dreadful monster called the Sphinx. The frightful creature frequented the roads to the city, killing and devouring all travelers who could not answer the riddle that she put to them: What walks on four legs in the morning, on two legs at noon, and on three legs in the evening? The answer was a human being, who in infancy crawls on all fours, in adulthood walks upright on two legs, and in old age uses a cane. When Oedipus solved her riddle, the Sphinx killed herself. Believing that King Laius had been slain by unknown robbers, and grateful to Oedipus for ridding them of the Sphinx, the Thebans rewarded Oedipus by making him their king and giving him Queen Jocasta as his wife. For many years the couple lived in happiness, not knowing that they were re ally mother and son. Then a terrible plague descended on the land, and the oracle proclaimed that Laiuss murderer must be punished. After he made king, Oedipus takes it upon himself to rid Thebes of the plague by finding Laius murder.(p311/ln.104) Oedipus soon discovered that he had unknowingly killed his father. In grief and despair at her incestuous life, Jocasta killed herself, and when Oedipus realized that she was dead and that their children were accursed, he put out his eyes and relinquished the throne. He lived in Thebes for

Consumer Feedback Following Participation A Family Based...

Consumer Feedback following Participation in a Family-Based Intervention for Youth Mental Health: â€Å"This paper uses data from the Deakin Family Options study which was funded by beyondblue: the national depression initiative and the Centre for Mental Health and Well Being, Deakin University. The DFO study was a partnership between Deakin University and Drummond street services†. (Lewis, Melanie, Bertino, Robertson, Knight and Toumbourou, 2012). The purpose of the study was to evaluate the effectiveness of the three treatments in place: 1. Family-based treatment program (BEST-Plus) 2. A cognitive-behavioral therapy (CBT) individual treatment program for the youth 3. Receiving both interventions (Lewis, Melanie, Bertino, Robertson, Knight and Toumbourou, 2012). The research was conducted using family and individuals from a regular community settings which supported the effectiveness of the research (Lewis, Melanie, Bertino, Robertson, Knight and Toumbourou, 2012).. The individuals dealing with mental health illness first received a four week therapy individually followed by four weeks therapy with their family members using the three treatment plans. Professional psychotherapist, were trained and used for this research. Ten very specific survey questions were asked at the end of the eight week therapy sessions and descriptive data was collected and interviews were transcribed in verbatim for analysis (Lewis, Melanie, Bertino, Robertson, Knight and Toumbourou, 2012).. 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The Hidden Treasure of Refugees Essay Samples

The Hidden Treasure of Refugees Essay Samples Working with Scribendi takes a normal level of pc and Web knowledge. At this time you have all of the essential info to handle the topic The Syrian Refugees Crisis successfully. To start with, you might need to work on unique topics. Find out more about the topic thoroughly. Our modifying and proofreading businesses are readily available to you 24 hours per day and 7 days each week. Don't be scared to talk about your ideas as part of creative procedure and remember there's just one approach to reach the desired goals receiving papers which have been meticulously checked, reviewed and proofread. Your task is to concentrate on one of the potential aspects related to the topic. The issue with the 1 essay per test format is the fact that it gives students no prospect for feedback and revision that are important. The Pain of Refugees Essay Samples Thus, there's a demand for the global community to likewise tackle the underlying conditions and situations which produce refugees. From this profile, there's an excellent potential for many Syrian refugees to create considerable long-term contributions towards, but there are a few considerable unknown variables, the possible value might be affected by the skill levels of the refugees (Bonin, 2014). Some men a nd women feel that developed nations will need to aid refugees from countries affected by war and supply them with the fundamental necessities. To summarize, the rich nations want to give help to resettle refugees since they can afford it easily and thus they can help save many lives. A few of these refugees will dwell in these conditions for their entire life and others might have a brief stay after moving to a different nation. Contrary to what a lot of people believe, the issue of refugees isn't confined to any specific region. Living isn't only about breathing in and out. There can be thousands of refugees living in 1 camp. Since developed nations possess the ability to support them, in my opinion, they ought to accept more refugees. Since developing countries are accountable for initiating a number of these wars and conflicts they have a moral obligation to care for the displaced men and women. For the last decades, Australia has made a huge improvement when it has to do with refugees and asylum seekers. It's not fair for Australia to take a lot of refugees. According to respondents, they frequently stay hunger till they earn something to eat. At the close of the day, not all asylum seekers are granted with what they need to find work or a fantastic way of life. Desperately attempting to look for humane therapy, they decided to find shelter in different nations hoping for a newfound home. Today, folks can be motivated by different reasons, including finding work, to find an education education, or only a desire to reside in a different location. Adoption is an alternate solution. It is a solution There are many childless couples who would be more than willing to provide a nice and stable home for an unwanted baby. Finding the Best Refugees Essay Samples The range of refugees on the planet today has declined marginally. Australia isn't sure whether or not asylum seekers ought to be granted with what they're wishing for because it's uncertain if their intentions are real. In conclusion this is the reason why I believe that Syrian refugees ought to be allowed in the States. There are 22 million refugees around the world that are made to flee their home country. Australia has a booming and a vibrant economy that permits every migrant to have the opportunity to work and are living in the nation for a number of years before it can grow to be officially recognized as a member of its citizenry. It has always been targeted by residents from minority countries because it provides a promising opportunity to improve their lives when they start living in the land of promise situated down under. It is a popular country for refugees because it is safe and we are a multicultural country. It is considered one of the most progressive countries in the world.

Is Rehabilitative Programs Really Helpful Reducing...

When one is released from prison how many resources are being provided to them in order to help them to succeed and do better? Are rehabilitative programs really helpful in reducing recidivism for both men and women? These are serious questions and somewhat considered problems in the criminal justice system. There are many programs in the world that offer help to offenders and prisoners so that when they are released they will know what to do in order to change their lives around and do better. To prepare inmates for their release back into society and to reduce recidivism, inmates are given open doors while detained to learn health care ideas and work abilities. In many correctional facilities they offer many different classes such as†¦show more content†¦It helps one to get on her feet and gain her family and children back, while reducing recidivism at the same time. In one article that I read called â€Å"The oxford Handbook of sentencing and corrections† it studie d the effectiveness of correction-based work and academic and vocational education programs. A large number of offenders participate in these type of programs while incarcerated or even when released from prison. It is believed that â€Å"education programs include many of the components of effective correctional treatment.† (joanpetersilia and kevin R. Reitz,2012.The oxford handbook of sentencing and corrections Retrieved from www.reentryeducationnetwork.org../the effectivness petesilia.pdf Research conducted from the article â€Å"Analyzing the effectiveness of rehabilitation programs that were to be successful: academiceducation, vocational education, MRT (moral recognition therapy) behavioral treatment for sex offenders, drug courts and more. Cognitive behavioral treatment is another treatment used which I wanted to research and find out more about it. In the book Cognitive behavioral Treatment† there is a chapter: the increasing need for effective treatment services. The author believed that â€Å"in 2000, 502,000 offenders were released form correctional facilities in the U.S. and the release estimate for 2004 is more than 600,000†.(Bureau of justice statistics,n.d, pertersilia,2004) Due to an

To Kill a Mocking Bird Study Guide Free Essays

string(25) " talked to by Calpurnia\." To Kill a Mockingbird Study Guide and Activities SHORT ANSWER STUDY GUIDE QUESTIONS – To Kill A Mockingbird Chapters 1-3: 1. Identify Atticus Finch, Jean Louise (Scout) Finch, Jem Finch, Maycomb, Calpurnia, Charles Baker (Dill) Harris, The Radley Place, Stephanie Crawford, Arthur (Boo) Radley, Miss Caroline Fisher, Walter Cunningham, and Burris Ewell. -Scout- Scout is the Narrator of the story. We will write a custom essay sample on To Kill a Mocking Bird Study Guide or any similar topic only for you Order Now In the beginning she is going into the first grade, though, for her age she is extremely smart. Throughout the book you begin to realize that Scout speaks her mind, and isn’t timid. She is extremely curious. Atticus Finch- Atticus is Scout’s Father. He is an older man, and because of this, he is extremely wise. When Scout gets in trouble, he doesn’t tell her if what she did was right or wrong. He simply tells her that she needs to see it from the other person’s POV and she figures it out for herself. He is very understanding of his children and is easy- going. He has one brother and one sister Jem Finch- Jem is Scout’s Older Brother and Atticus’ eldest son. In the beginning of the book, he is going into the Fifth Grade. He is very supportive of Scout, and is just as curious as she is. The two of them still have this similar innocence. -Maycomb- Maycomb is where the story takes place. -Calpurnia- Calpurnia, or ‘Cal’ as she is sometimes called, works for the Finches. She is what you could call a housemaid. She cleans, cooks and watches Jem and Scout when Atticus is at work. She is a well-respected person even though she is black. Sometimes throughout the book, you will see Cal acting as a motherly figure to Scout -Dill- Dill is a young boy that Scout and Jem meet in the beginning of the book, he is very small for somebody of his age, he is weak. He doesn’t live in Maycomb with Jem and Scout, but he comes down every summer to spend time with them. He is curious. -The Radley Place- The Radley place, is where Boo Radley and his family live. They hardly ever go out, except to get the paper. The home of Mr. Nathan Radley, who is unfriendly. Nobody ever goes there. -Stephanie Crawford- Stephanie was the â€Å"all knowing gossip queen† of Maycomb. She knew everything about everything. -Boo Radley- Boo comes form a family of â€Å"foot-washing Baptists. † He used to hang outside the barbershops and go dancing with girls; and these things used to be considered as crimes. Since his family was so strict when it comes to religion, his father locked him away in the house in fear of his son going to Hell. Boo (Arthur) is highly misunderstood. Nobody really knows who he is anymore. In the book, he leaves things in a tree for Scout and Jem to find. These were his only means of communication. The children used to describe Boo as a six-foot tall monster that ate neighborhood cats raw. Though none of the things they said were actually true. Boo has one older brother- Nathanial- who appears as a small role in the book who takes care of Arthur and almost acts as his father. At the end of the book, when Bob Ewell attacks the children, it is Boo who runs out of the Radley House and defends the children by stabbing Mr. Ewell fatally so that the kids could get away with little harm. The sheriff lies to the court about what happened saying that Ewell fell on his own knife, because he knew the court system was unjust and wouldn’t understand what really happened. -Miss Caroline- Miss Caroline is Scout’s teacher. She is the teacher Scout hates because she punishes her when she stands up for Walter. Miss Caroline tells Scout to stop reading because she is â€Å"doin it all wrong. â€Å" -Walter Cunningham- Walter is a Cunningham. His family is extremely poor. On the first day of school, he didn’t have his lunch but he didn’t accept her quarter because he knew he couldn’t pay her back. His family is grateful for everything they get. Though they will not repay you with money, they can give you their stories, firewood, and other things like that to repay you over time. Walter comes over to the Finch’s house on the first day of school for lunch. He pours molasses over his meat and vegetables. At the sight of what Walter was doing, Scout comments that that isn’t normal, but since Walter was a guest, Scout had no right to comment on his eating habits. Calpurnia noticed and scorned her for the incident. -Burris Ewell- Burris Ewell is one of the eight children of Bob Ewell. He had cooties and Miss Caroline sent him away because she was disgusted. He and his family only go to  school  for the first day every year, then leave, and are very proud of that. The Ewell Family is very ignorant and poor, and their father is awfully mean and the town drunk. Burris (like the rest of his family) is incredibly rude, yet doesn’t know how to be any other way. 2. What did Dill dare Jem to do? Touch the Radley House 3. What was Scout’s first â€Å"crime† at school? Knowing how to read exceptionally well for her age. 4. What was Calpurnia’s fault? Scout said it was  Campania’s  fault that she could write. This also caused trouble for her at  school. Miss Caroline asked Scout to tell her father to stop teaching her. 5. Why did Scout rub Walter Cunningham’s nose in the dirt? Scout stood up for Walter in class and tried to explain the Cunningham ways to Miss Caroline. For her explanations, Scout got in more trouble with Miss Caroline, so she took out  her revenge on Walter. 6. Scout said, † He isn’t company, Cal, he’s just a Cunningham. † What did she mean by that, and what was Cal’s answer? After commenting on Walter’s unusual eating habits Scout was sternly talked to by Calpurnia. You read "To Kill a Mocking Bird Study Guide" in category "Essay examples" When Scout commented that â€Å"he’s just a Cunningham,† it was based on the fact that in Maycomb. The Cunninghams were not looked upon as common townsfolk because of their poor status. She is just repeating what she hears in the community where she lives, and really doesn’t mean any harm by it. Campania’s reply is somewhat rude. She is quick to correct her. â€Å"Hush your mouth. Don’t matter who they are, anybody sets foot in this house’s you company, and don’t let me catch you remarking’ on their ways like you was so high and mighty! You’ folks might be betters’ the Cunninghams but it don’t count for nothing’ the way you’re disgracing’ them – if you can’t act fit to  eat  at the table you can just set here and eat in the kitchen! † 7. What two mistakes did Miss Caroline make on the first day of school? She offered Walter a quarter to get lunch, and 8. Why didn’t the Ewells have to go to school? The Ewell’s were given â€Å"special privileges† like missing school because their father was extremely poor and spent all his money on alcohol. They had a very dysfunctional and nobody really wanted to get involved with them. * Chapters 4-7: 1. What did Scout and Jem find in the Radleys’ tree? 2 Indian head pennies, a spelling bee medal, 2 carved dolls, gum, and a watch 2. Identify Mrs. Dubose. An elderly, ill-tempered, racist woman who lives near the Finches. Although Jem believes that Mrs. Dubose is a thoroughly bad woman, Atticus admires her for the courage with which she battles her morphine addiction. At one point they destroy her flower and rose garden and Atticus has the children go over to her house to read to her / spend time with her as punishment. She eventually passes away, and Jem and Scout understand why she was the way she was. . How did Jem get even with Scout for contradicting him about â€Å"Hot Steams? † When it was her turn to ride in the tire, he gave her an extra-hard shove. She ended up in  the  Riddles’ front yard. 4. What was the Boo Radley game? It was when Dill, Scout and Jem would act out the stories they heard about Boo Radley. It was a mostly fictional game since there was no proof what so ever that what they were acting out really happened. The would always start with Boo (Arthur) getting sentenced to the industrial school but his father not allowing him to go. The climax then always ended with Boo (always played by Jem) stabbing his father (played by Dill) in the leg with a pair of scissors. They played the game until Scout thought that it would offend Boo and made Jem stop. 5. Identify Miss Maudie. Miss Maudie was the nice neighbor who allowed Jem and dill and scout to play on her spacious yard. she is a widow and enjoys working on her garden and baking the kids cake. 6. What does Miss Maudie think of the Radleys? She thinks they have a right to do whatever they want to do as long as they are not bothering  anyone else, and she believes they have a right to their privacy . Why do Dill and Jem want to give Boo Radley a note? What does Atticus say when he finds out about their plan? They want to invite him out to play with them; they think he might enjoy that. Atticus tells  the boys to leave Arthur  Radley  alone, that if he wanted to be outside, he would. Atticus  also tells them that the proper way to extend the invitation woul d be at the Radley  front door instead of putting a note on a fishing pole and sticking that through the  window. 8. How did Jem lose his pants? What did he find when he went back for them? Jem, Scout and Dill went to look into the  Radley  house. When they were discovered, they ran. Jem  got caught on the fence, and in an effort to free  himself, he took off his pants and  left them on the fence. When he went back for them, they were mended and folded, sitting  on the fence. 9. What else did Jem and Scout find in the Radleys’ tree? They found a ball of twine, two figures (resembling themselves) carved from soap, and a broken  watch 10. Why would there be no more surprises in the tree? Because Boo’s older brother filled the hole in the tree with cement so nothing else could be sent back and forth between him and the children. Chapters 8-9: 1. What happened to Miss Maudie’s house? What was her reaction? Maudie’s house burnt down. When it happened, she was very upset, but she was calm. 2. Identify Cecil Jacobs. Cecil Jacobs is the little boy in the schoolyard that told all the kids Scout Finch’s Daddy defends niggers. Scout almost got in a fight with him 3. What â€Å"disaster† happened at Christmas between Scout and Francis? Francis was tormenting Scout saying that here daddy was a â€Å"Nigger Lover†; Scout began to shrug it off because she thought she was too old to fight. But she finally punched Francis. 4.What did Scout’s Uncle Jack learn from Scout and Atticus? He learned to always listen to both sides of the story from Scout. He learned from Atticus that if a child asks you what something means, always tell them. * Chapters 10-11 1. What brave thing does Atticus do in Chapter 10? Why are Scout and Jem shocked? Atticus  shoots a mad dog. They are shocked because until this day, they think of  Atticus as  having no real talents or anything to be proud of. He never touched a gun, to their knowledge, and he did not believe in fighting. Thus, they are very surprised to find out about  Ã¢â‚¬Å"One-Shot Finch. 2. What did Jem do when Mrs. Dubose said Atticus â€Å"lawed for niggers? † He took Scout’s birthday baton and, waving it madly, cut the tops off of all of Mrs. Dubose’s camellia bushes. 3. What was Jem’s punishment? He had to read to her. 4. What did Jem learn from his encounter with Mrs. Dubose and following her death? He learned that people aren’t always what they seem, that one can’t understand someone else  until one has all the facts, and, most importantly, that there is a different kind of courage  than physical courage. * Chapters 12-14 1. How does Jem change? Jem  is growing up. He is trying to make sense of things he sees, trying to be like  Atticus, and  trying to put behind him childish games and youthful pranks. Consequently, he is moody  sometimes and occasionally seems to lord his authority over Scout. She resents his  new â€Å"airs. â€Å" 2. Identify Lula, Zeebo and Reverend Sykes. Lula was the woman at  Calpurnia’s  church who made Scout and  Jem  feel unwelcome. Zeebo,  Cal’s  son,  makes them feel welcome, as does Reverend Sykes, the preacher at Calpurnia’s  church. 3. What does Scout learn about Calpurnia? Scout learns that  Cal  leads a double life. She talks and acts like her black friends and neighbors  when she is with them, and she talks and acts more like white people when she is  with them. Scout thinks this is interesting and asks to visit  Cal  at her home one day. 4. Who was waiting for the children when they came home from the church service? Why had she come? Aunt Alexandra was waiting for them. She had come to stay and â€Å"help out† while  Atticus would  be busy with the Robinson trial. 5. â€Å"Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of Jem and me. † Explain. Alexandra knew all the proper social things to say and do, and she knew a great deal of the  history of the local families. She joined some clubs and entertained at her home, and generally  did fit right into the town’s society. However, Alexandra didn’t understand or agree  with the values by which  Atticus  was raising his children. Therefore, she did not understand  the children’s behavior. Because their value systems were different, they were more  often than not at odds. 6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus handle the situation? Atticus  makes the children obey Alexandra, but he lets them know that their relationship with  him will always be the same as it was. He tries to appease Alexandra when he can, but  on the major issues, he puts his foot down. 7. Describe Jem and Scout’s relationship through these chapters as Jem matures. Jem  and Scout seem to grow apart, but they don’t really. They fuss more often than they had, mostly because Scout resents  Jem’s  telling her what to do. Actually, though, they are still  very close and join forces when their pride is at stake. 8. Why did Dill run away from home back to Maycomb? Dill had everything a boy could want, except his parents didn’t spend any time with him. He didn’t feel like they needed him. He went back to Maycomb because he always saw how much attention Jem and Scout got. He wanted that attention. * Chapters 15-17 1. What did Mr. Heck Tate’s mob want? They wanted to make sure that Atticus and Robinson would be alright 2. What was the purpose of Walter Cunningham’s mob? Cunningham’s mob wanted to get to Tom Robinson to inflict  their own  justice upon him. If that meant they had to beat up  Atticus, they were willing to do that. 3. Why did Mr. Cunningham’s mob leave? Scout,  Jem  and Dill arrived on the scene. Scout came forward, and, while making her entrance  and looking at the crowd, she noticed Mr. Cunningham. She identified him and began  speaking to him on a personal basis, saying she was in his son’s class and that he had  come to lunch. She also reminded him that  Atticus  had done some legal work for him. All of these things were said in an innocent conversation to Mr. Cunningham. How could he hurt this man when his kids were right there? 4. Identify Mr. Dolphus Raymond. Mr. Dolphus  Raymond was a white man who married a black woman and lived with the black  community. Jem  has heard a story that Mr. Raymond is always drunk. However, we  learn later that this is just an act. ) 5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor. Tom Robinson supposedly raped  Mayella  Ewell, Bob  Ewell’s  daughter. Mr. Gilmer is the prosecuting  attorney. Judge Taylor will be the judge during Tom’s trial. 6. What was the importance of Mayella’s bruises being primarily on the right-hand side of her face? Bruises on her right side indicate that a left-handed person inflicted the wounds. * Chapters 18-21 1. What was Mayella’s account of the incident with Tom Robinson? Mayella  said she asked Tom to come into the yard to break up a  chiffarobe. When she went  into the house to get him a nickel, he had followed her in and then he grabbed her around  the neck and hit her. He â€Å"chunked [her] on the floor an’ choked [her] ‘n took advantage  of [her]. † Her father came in and was standing over her, and then she fainted. 2. What was Tom’s side of the story? Mayella  asked Tom to come fix the hinges on the door in the house. Mayella  had saved enough  nickels to send all of the kids out for ice cream so she and Tom would be alone. She asked Tom to climb up on a chair to get a box, and as he stood there, she grabbed him  around the legs. When he hopped down off the chair, she jumped on him. She kissed him  on the side of the face. Tom wanted out and had to push  Mayella  away from the door. She was not hurt. He ran away before Mr. Ewell  could catch him. 3. What was Tom’s handicap? Why was it important to his case? Tom’s left arm had been rendered useless in an accident. He could not have bruised Mayella’s  right side and he more than probably would not have physically been able to force  himself on a strong, violently resisting young woman. 4. What do Dill and Scout learn from Mr. Raymond? Dill and Scout learn that people aren’t always as they appear to be. They learn that Mr. Raymond lives as he does because that’s simply what he wants to do. Since people could never  accept that, he gives them a â€Å"reason to latch onto† so they can accept his behavior. 5. What were Atticus’ closing remarks to the jury? He said there was no medical evidence to suggest that  Mayella  had been raped, that the only  evidence was the questionable testimony of two witnesses. He painted a picture of Mayella  as a victim of poverty and ignorance, a lonely young woman who tempted and kissed  a Negro and then had to get rid of him, the evidence, of her crime against society’s unspoken  laws. He tried to remind the jury of Thomas Jefferson’s words that â€Å"all men are created  equal,† and that their job as a jury was to give a fair trial to the defendant. 6. What was the jury’s verdict? Guilty. * Chapters 22-25 1. Why did Jem cry? He didn’t believe that Tom Robinson was guilty because the jury had no real proof. Also, when Tom was convicted, he was amazed that the people he was raised around and grew up with could be so unjust to a man just because of the color of his skin. 2. What was â€Å"’round the back steps† when Calpurnia came in on Monday morning? The black community had left all kinds of food for  Atticus  and his family as a gesture of their  thanks and respect of him for his defending Tom Robinson. 3. What was the significance of Maudie’s two little cakes and one large one? Maudie  had two little cakes for Scout and Dill, but  Jem  got a slice from the big cake. This was  Maudie’s  symbolic way of saying she accepted  Jem  as a young man instead of a  boy. 4. Describe Bob Ewell’s meeting with Atticus at the post office. Bob  Ewell  wanted to fight with  Atticus. Atticus  just said he was too old to fight, and he walked  away. Bob  Ewell  threatened to get even. 5.What is Atticus’ reaction to Ewell’s threats? He rationally understands that  Ewell  is upset, and he allows Mr. Ewell  the right to be upset. However, he does not believe that Bob  Ewell  would actually do any terrible physical  harm to anyone. 6. Alexandra doesn’t want Scout playing with Walter Cunningham. Why not? Alexandra thinks the  Cunninghams  are trash because they don’t have the â€Å"background† of  the Finches. 7. Jem said. â€Å"I think I’m beginning to understand why Boo Radley’s stayed shut up in the house all this time . . . it’s because he wants to stay inside. † Why does he say that? The world is starting to ook mighty complicated to  Jem. The jury decision, all the talk about  social class and the problem of what exactly â€Å"background† means, and Mr. Raymond’s false drinking problem are all weighing on his mind, and he’s trying to get things  all sorted out with nice, neat definitions. He is learning that things in the real world just  aren’t easy to sort-out and understand. 8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands. What does that tell us about her? As a member of the missionary circle, she is very concerned about the personal welfare of  many Africans, but in her own back yard, Mrs. Merriweather  is as prejudiced as she can  be. 9. What happened to Tom Robinson? Tom was shot when he tried to escape from prison. 10. What more do we learn about Alexandra after Atticus and Calpurnia leave? Alexandra is given a more rounded personality in this section. We see clearly for the first time  that she loves and is concerned for her brother. We see her take the news of Tom’s death  with great difficulty, yet she gathers herself together and carries on with her guests. She seems a bit more human and a bit  more noble  than she has been painted prior to this. 11. What did Mr. Underwood’s editorial say? Alexandra is given a more rounded personality in this section. We see clearly for the first time  that she loves and is concerned for her brother. We see her take the news of Tom’s death  with great difficulty, yet she gathers herself together and carries on with her guests. She seems a bit more human and a bit  more noble  than she has been painted prior to this. * Chapters 26-31 1. What was Scout’s fantasy regarding Arthur (Boo) Radley? 2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said, â€Å"That’s the difference between America and Germany. We are a democracy and Germany is a dictatorship. . . We don’t believe in persecuting anybody. Persecution comes from people who are prejudiced. † What does this tell us about Miss Gates? 3. What happened to Judge Taylor? 4. What happened to Helen Robinson? 5. What was Scout’s part in the pageant? She was a ham 6. Why did Scout and Jem not leave the school until almost everyone else had gone? 7. What happened to Jem and Scout on the way home from the pageant? Mr. Bob Ewell attacked the kids with a switchblade. 8. Who saved Jem and Scout? Who killed Bob Ewell? Boo Radley saw what was happening and grabbed the kitchen knife. He ran out and stabbed Ewell to death 9. Why did Heck Tate insist that Bob Ewell fell on his own knife? Because if people found out that Boo did it, they would never leave him alone, nor would they understand why he did it. 10. Scout arranged things so that â€Å"if Miss Stephanie Crawford was watching from her upstairs window, she would see Arthur Radley escorting [her] down the sidewalk, as any gentleman would do. † Why did she do that? 11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the events of the last few years from the Radleys’ perspective. Why How to cite To Kill a Mocking Bird Study Guide, Essay examples

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Unit 4: Theories and principles for planning and enabling learning In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students. Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction, Maslow’s Hierarchy of Needs and Knowles’ Pedagogical and Andragogical approaches. An example of a communication theory is Berne’s (1970) transactional analysis. It is concerned with ensuring that control and understanding occurs through ommunication between groups or individuals. Berne believes that transactional analysis represents â€Å"a theory of social intercourse and used it to help people understand and improve their behaviour towards others† (Huddleston Unwin, 1997, p115). This theory also suggests that communicating effectively will directly impact on success, motivation work rate and be haviour through increased understanding of the nature and demands of a task or the content of the message itself that is being communicated. If we also also consider the effectiveness of communication in the classroom and relating theoretical concepts, i. e. ehaviourist and humanistic theories, these have some distinct differences which affect greatly the approaches and techniques adopted by teachers. Behaviourist theories suggest all behaviour is ‘learned’ or that these theories bring about a recognisable ‘change’ in behaviour (Armitage, 2003). Examples of Behavioural theorists include Pavlov (Classical conditioning), Thorndike (Operant conditioning), Skinner and in terms of early behaviourist studies, Watson. These theorists along with others have over the past 100 years put forward a number of different behaviourist theories that are concerned with changing or ‘conditioning’ behaviour. Classical conditioning was pioneered by Pavlov who looked at learning by association. His famous study involved the use of dogs as a medium to facilitate associative learning. Pavlov rang a bell every time a dog was to receive food, the presence of food elicited a saliva response from the dog, which over time it associated with the sound of the bell. After a period of time, the stimulus of food was no longer produced, but the dog continued to salivate at the sound of a bell, as it now ‘associated’ this behaviour with the onset of a meal. Classical conditioning essentially elicits a reflex and an association is formed (Artmitage, 2003; www. learning-theories. com). Operant conditioning is a theory put forward by Thorndike. This theory waits for a desired behaviour to occur and then rewards it. It builds somewhat on the work done by Watson regarding trial and error learning. Perhaps the most prominent or influential behaviourist work is that done by Skinner. Skinner adopted an operant approach to behaviourism and famously conducted experiment using rats in specially designed boxes. Skinner’s ideas revolved around the presence of a reinforcer to cause a desired behaviour to be repeated. This could be in the form of a primary reinforcer (a basic need like food) or a secondary reinforcer (such as money or praise). In the case of his rats, Skinner effectively trained them to pull certain levers to release food. Initially, the release was accidental but after a while, the rats learned to associate the arrival of food with the pressing of a lever. Skinners work revolved heavily around the need for reinforcement, reward, punishment and feedback. The scheduling and delivery of these things was also important to Skinner who suggested the timing of something like a reward was paramount to its success at brining about long term changes in behaviour. Similarly, he suggested giving punishment should occur immediately after the event in question and in a consistent manner. Also, it was skinner who introduced the concept of successive approximations – small steps towards a desired behaviour (Artmitage, 2003; www. learning-theories. com). Humanistic theories of learning are much more concerned with the individual themselves than the behaviour. Maslow identified a Hierarchy of Needs which he believed outlined the basic requirements of all individuals Figure 1 Maslow’s Hierarchy of Needs (www. talkingtails. files. wordpress. com) Both humanistic and behaviourist theories have a huge application in the delivery of teaching and learning. In the curriculum area of Public Services, evidence of the use of both theories is apparent across different subject areas. Operant conditioning is embedded widely across public service lessons. This occurs on many occasions where praise is used within a fitness session to reinforce good performance. Primary reinforcers are also often used, for example, excellence certificates sometimes act as a tangible reward for students who perform well in strenuous task such as fitness testing. When coaching exercise techniques in the gym, classical conditioning is used to develop the desired response of good form. For example, when learning to perform a squat, the learner must bend their knees to a 90 degree angle. This is taught by putting a bench under the learner so that when they feel their posterior touch the surface of the bench they know to begin the upward phase of the lift. At the point of touch, they will be encouraged to reverse the process. Over time, the bench is removed from the lift but the learner still remembers the motion. Punishment is often used to discourage certain behaviour. For example, at South Devon College if a student is rude in a lesson they are given a set amount of press ups to do. Whilst punishment is deemed less effective than a positive reinforcement strategy, the section have a consistent and department wide policy towards distributing press ups which contributes to making this a more effective way to manipulate behaviour. Humanistic approaches such as Maslow’s Hierarchy of Needs are also evident within the curriculum, looking at developing individuals through agendas such as Every Child Matters and through the departmental tutorial process. The teamwork and overall nature of the course is also a particularly effective medium for learners to progress through the top two stages (esteem and self actualisation) of the hierarchy. Inclusive practice is something that all teachers are ultimately striving for. Within the curriculum, inclusive practice is complicated by the both theoretical and practical element of the subject area. A teacher must look to facilitate learning for those who are academically able, practically gifted and also attempt to integrate the study of theory and practical to enhance learning as a whole. Computer based learning, for example, is common place on all courses, and although often difficult to facilitate in all subjects, such as outdoor activities, the needs of the learner and future employer is paramount. The Uniformed Public Services today use computer systems, including email, online study, and specific service systems such as Wotan, on a regular basis and so it is vital that learners are prepared for this. This also helps out those learners who may struggle with putting pen to paper. Much of what the Public Services do is very practical and so as much as possible I try to embed a practical way of delivering the course specification. For example, team building activities using equipment outdoors. This enables some learners to shine as they are more practically minded. However, an indoor table top scenario does the same job, but gives learners with different learning styles chance to shine. Linking theory to practice is related to another teaching theory put forward by Kolb (1984). Kolb’s Learning Theory Kolb’s theory is ‘based on the assumption that people learn best by doing things then thinking about how they have done them, considering both the thoughts, feelings and perceptions which emerged during the experience’ (Harkin et al. 200, p42). This makes the process of learning more efficient, relevant and enjoyable. It also promotes inclusive practice with all three learning styles (Visual, Auditory and Kinaesthetic) being catered for effectively. The nature of our learners has a significant influence on the techniques and theories we implement in the preparation and delivery of lessons. In my own teaching practice, I have exposure to both adult and child groups. This difference in age groups has a big impact in how I teach and communicate with these groups. This is linked to Knowles’ (1970) theory of Pedagogy and Andragogy. These two states relate to the differences associated with teaching these varying groups. Effective communication is required throughout all levels of teaching. Transactional analysis is strongly linked to communicating and giving feedback and reflects the way we use our voice (in terms of tone, pitch, volume and content) to relay information to our students. The way this is done will affect whether a student understands a task and understands the nature and direction of the feedback. Within pastoral support mechanisms, teachers often undertake one on one tutorial discussions with students. Depending on the situation and the learner, the teacher may adopt one of the 3 ego states (Parent, Adult, and Child) in order to most effectively converse with the student. The ego state may also change over the course of the tutorial process as the teacher gets to know the learner more. Within the classroom, communicating with learners in the form of feedback allow them to understand if they are being successful or not achieving and what they can do to improve. As teachers, it is essential we have the ability to adopt the correct ego status for the situation but also to consciously manipulate the interaction of ego states between teacher and learner. Doing this involves manipulating our own tone of voice and delivery of information and also encouraging certain behaviours and attitudes amongst our students to allow them to best understand what is being said to them. In Public Services, when feeding back to a student on their performance in a practical session, a teacher may look to switch between the adult and parent ego states to best deliver positive and negative comments to a learner. Currently I teach a subject that is well within my comfort zone, particularly as a serving member of Her Majesty’s Forces, where I can relate much of my teaching to my current role. However, I am acutely aware of the need to teach and develop my own core skills in literacy, numeracy, language and ICT. To progress in a career in the Public services, it is vital that these core skills are maximised. As mentioned previously, the ICT is developing in all aspects of our lives and as a teacher, I feel this is an aspect where I maximise my potential. My own literacy and language is adequate for the subject matter that I teach, but would be limited I believe if I were to teach another core subject. My use of voice and body language overcomes many of my shortfalls when addressing learners but may not be appropriate in other subjects. Numeracy is my weakest area and as such my teaching reflects this. As a teaching group we play to our individual strengths and so the subjects that I teach have limited numeracy base. However, this is an area that I am conscious of and it does need to be addressed. As a teacher, I teach across a range of courses from Level 1 to Level 5 and with groups ranging from 15 years old to adult learners. This necessitates that I employ a range of teaching strategies and adopt a range of learning theories to best accommodate for all my students. I feel one of my particular strengths is my adaptability to work effectively with these diverse groups and adopt different ego states through which to control these groups and facilitate their learning. Sub consciously, I feel for a long time I have been utilising many of the learning theories discussed in this assignment, however through recent further study I now feel much more confident and able to take what I perceive to be the most advantageous parts of these learning theories and implement them in my classroom. I believe a further strength of mine is to bring about certain behaviours or encourage those that are most appropriate within the classroom. Using operant conditioning ideology, I am quick to recognise and praise desired behaviour but am careful how and how often I deliver this reinforcement. Although I understand the limitations of punishment, I believe it has a place in the classroom and feel I am fairly competent at being consistent and fair with punishments/press ups. Feedback from learners is clearly an essential medium to assess one own teaching. With my adult learners I widely adopt a andragogical approach, allowing them a lot of freedom to learn in their own way. This is effective but often leads to a lack of feedback from learners in terms of how they are progressing and learning. I feel I could improve by embedding some more formative assessment methods into my andragogical style of teaching to allow for freedom within learning, but also actually more feedback for me from learners. This will ultimately help me see how they are doing, and also how I am doing in terms of teaching. For future development, I believe it is essential for me to continue to develop my use of Kolb’s ideas integrating theory into practice. This is something I believe to be essential, especially given the more practical/kinaesthetic orientation of the learners who study upon the course on which I teach. I also feel that I could benefit from more in depth investigation into the Skinner’s schedule of reinforcement linked to operant conditioning. I feel I am good at giving constructive praise but could improve by really analysing how I give feedback, especially in terms of frequency.