...'LORD OF THE FLIES' by William Golding “Revision notes can never replace knowing the books thoroughly” J.W.Evans These notes should be used as pointers to the directions that your thoughts might take. They are not meant to replace your reading of the novel, you must still do that yourself.. CHARACTERISATION Never forget that we are talking about a group of boys whose maximum age is twelve. RALPH Does he represent all that is good in people? Tall, fair-skinned, blond hair, very athletic, natural leader although not that good a leader as many of his decisions are questionable, which ones?. He is middle-class, father a naval officer. Elected leader but not forceful enough to maintain position. Eventually he loses support and is reduced to the status of an outcast who must flee for his life. Ralph is an idealist and a dreamer. He needs Piggy to think for him. He finds the Conch but Piggy tells him how to use it. At the end of the book, he is a disillusioned realist who now sees his world and its inhabitants for what they are. JACK MERRIDEW Does he represent the worst in people? He is thin, tall, with red hair, light blue eyes and freckles. Leader of the choir, he becomes the leader of the hunters. Increasingly in conflict with Ralph and more particularly, Piggy, he breaks away, forms his own tribe and splits the group. He manages to get the support to do this by offering the boys the attraction of the hunting life and then by terrorising them. In the...
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...Is humanity good or evil? This argument has been going on since the enlightenment period. Rousseau theorized that man essentially come to this world god, but gets corrupted throughout experiences, in other words, we are nobles savages that gets corrupted through our livings. In the novel Lord of The Flies, by William Golding demonstrates that the isolated boys on the island get corrupted through their primal instincts of their savagery. The savagery that are explained in the novel, are divided into three levels, first level is the good potential, next is experience, and the final stage is savagery. First of all, in the novel the kids are full of pride and full of education and morality. The oldest boy out of all is 12 years old, which is a good year for knowing how the world works around them and how to behave properly. Through the supervision when the boys were back in England, they describe themselves as noble beings. “’We’ve [the boys] got to have rules and obey them. After all, we’re [the boys] not savages. We’re English, and the English are best at everything.’” (40). in this discussion, Jack Merridew, the choir boy implies their pride of being English and that they should not spoil themselves from nobility to savages. There is irony used because throughout the plot summary, Jack Merridew becomes the most cruel out of all the boys, and him saying of that they are ‘not savages’ gives an ironic effect. It wasn’t just the authorization and rules that are mentioned, but...
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...Throughout the history of civilization, the forces of righteousness and evil have battled inside man. In the Lord of the Flies, William Golding explores a religious allegory in order to convey the innate forces of good and evil inside of man. After a group of civilized British boys is stranded on a pristine island, two boys are dead and the island burns leaving nothing but ashes. Golding uses the dramatic difference on the island to show the wreckage of the war between good and evil and the inevitable aftermath: destruction. The good, evil, and humankind are epitomized by Jack, Simon, and Ralph respectively. As a civilized boy turned savage, Jack Merridew represents the darkness in mankind. Jack, at the beginning of the novel, is a hot-tempered...
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...checked. While these websites are quite effective at catching kids who rely on copy-and-paste rather than writing, they will not catch students who hire a writer or buy unpublished content. Rely heavily on in-class material. When assigning a paper, use material from the classroom in the prompt. It is far more difficult for a hired writer to incorporate material from a class they did not attend. Instead of asking for a basic character analysis of the Montague family, ask students to compare each character to a member of the class or the school. It’s highly unlikely that a would-be-cheater will find material on something so specific, or a writer for hire who is familiar with your class. Makes papers a continuation of discussion. Asking students to continue a discussion from class in their papers serves two purposes. Similarly to the above suggestion, it makes plagiarizing or purchasing an essay more difficult. But more importantly, it promotes critical thinking and allows pupils to delve more deeply into classroom material. Write in class. This is probably the most effective way to curb cheating, although it does require more shuffling on the teacher’s part. Instead of conducting the...
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...must be followed. If all courts, regardless of their status or seniority, were able to set precedent, the doctrine of judicial precedent would be a nonsense as it would be practically impossible to determine which precedent took precedence! The doctrine of judicial precedent has overcome this by the requirement that all courts are strictly bound to follow decisions made by the courts above them in the hierarchy. In addition appellate courts are normally bound by their own past decisions. However, there are advantages and disadvantages. Any discussion of the advantages is likely to include the point that the doctrine provides certainty in the law. This means the legal profession can give more helpful advice regarding the law to their clients, including advice as to the merits of the case and, just as importantly, advice regarding the outcome. This is essential because issues of costs are likely to be involved and any question of whether to continue with a court action may have to be balanced with the chances of success and...
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...Book Review # 2: Thinking About Leadership Michael A. Woodhouse MLS 5300: Essentials of Leadership ABSTRACT Thinking About Leadership, written by Nannerl O. Keohane is a holistic view of leadership in efforts to analyze leadership through discussions of both active leadership and leadership philosophy. She also analyzes personality characteristics that are helpful for successful leadership skills and gets even more specific by examining the role of gender in our understanding and our appreciation for different styles of leadership. The purpose of this review is to illustrate the core focus of this book and to provide my own analytical views of it. Koehane begins her analysis of Thinking About Leadership by discussing in depth the concept of a leader emerging from a group that has no predetermined leaders among it, however they have a collective goal or purpose. Koehane uses the classic novel The Lord of the Flies as an example of this “origin story” concept (Koehane, 2010, p 19). Although particularly basic this example serves as groundwork of the definition of leadership that Koehane is trying to construct. Her definition simply stated is, ‘leaders determine or clarify goals for a group of individuals and bring together the energies of members of that group to accomplish those goals’ (Koehane, 2010, p 22). With this definition of leadership, one can assume many things. The first as Philip Selznick states, leadership is centered on accomplishing the needs of a social...
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...checked. While these websites are quite effective at catching kids who rely on copy-and-paste rather than writing, they will not catch students who hire a writer or buy unpublished content. Rely heavily on in-class material. When assigning a paper, use material from the classroom in the prompt. It is far more difficult for a hired writer to incorporate material from a class they did not attend. Instead of asking for a basic character analysis of the Montague family, ask students to compare each character to a member of the class or the school. It's highly unlikely that a would-be cheater will find material on something so specific, or a writer for hire who is familiar with your class. Makes papers a continuation of discussion. Asking students to continue a discussion from class in their papers serves two purposes. Similarly to the above suggestion, it makes plagiarizing or purchasing an essay more difficult. But more importantly, it promotes critical thinking and allows pupils to delve more deeply into classroom material. Write in class. This is probably the most effective way to curb cheating, although it does require more shuffling on the teacher's part. Instead of conducting the...
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...hatred for his uncle’s scheming and disgust for his mother’s sexuality. A reflective and thoughtful young man who has studied at the University of Wittenberg, Hamlet is often indecisive and hesitant, but at other times prone to rash and impulsive acts. Hamlet is extremely philosophical and contemplative. He is particularly drawn to difficult questions or questions that cannot be answered with any certainty. Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Claudius - The King of Denmark, Hamlet’s uncle, and the play’s antagonist. The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere. Gertrude - The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth. Polonius - The Lord Chamberlain of Claudius’s court, a pompous, conniving old man. Polonius is the father of Laertes and Ophelia. Ophelia - Polonius’s daughter, a beautiful young woman with whom Hamlet has been in love. Ophelia is a sweet and innocent young girl, who obeys her father and her brother, Laertes. Dependent on men to tell her how to behave, she...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...Jennifer Cooper The Reflections of Life’s Existence PHIL201 –Introduction to Philosophy July 31, 2014 Abstract The discussion of life’s questions is not easy. Philosophers use many points to prove their arguments. The debates of how and why we make our decisions will go on as long as we are around to research ourselves. Philosophers use metaphysics to study the world around us using science and knowledge. Epistemology is the study of how we gather knowledge and how it is trusted. Ethics is the framework by which people make decisions of right and wrong. Ethics also deals with individual, social, and cultural moralities. The Reflections of Life’s Existence Introduction Why do we care about the meaning of life? Do we need to ponder questions about our existence in order to be happy? Scientists and philosophers have pondered these questions and tried to find answers to concerns about free will and do we have a soul. They also have deliberated about how reason effects our decisions and if ethics plays a role in how humans interact. Do people with higher morals make for happier people? Metaphysics: What is real and how do we know the correct reality? Metaphysics is the study of reality and how we understand the world around us explained using science and reason. Internet Encyclopedia of Philosophy (IEP) explains (n.d.) Aristotle believed that we perceive our world around us with our eyes. We are visual creatures. That is why sight is so important and...
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...Concepts and Theories in Politics Welcome to Introduction to Politics! This lecture will supplement what you will hear in class. I’m going to discuss some important methodological and substantive issues having to do with political science, including the role of concepts and theories, human nature and politics, and ideologies. If you need more background, I suggest taking a look at Sheldon Wolin, Politics and Vision; C.B. Macpherson, The Real World of Democracy; or Robert Dahl, A Preface to Democratic Theory. To begin with, in some ways it is a misnomer to speak of political “science.” One crucial difference between political science and the natural sciences is that in the latter there is normally only one dominant paradigm at a time, while in the former there are what might be called competing paradigms. As T.S. Kuhn establishes in The Structure of Scientific Revolutions, there was a paradigm shift from the Ptolemaic to the Copernican universe; in other words, from the idea that the Earth is the center of the universe we move to the idea that the Earth in fact goes around the sun, a radical conception when it was first put forward in 16th-century Europe but one that is now universally accepted. In the social sciences, however, there is no overriding consensus on how to analyze reality (or even on what counts as reality). In political science, for example, three major views may be distinguished on power and authority in the United States: (a) the pluralist model, in which...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S MACBETH LINDA NEAL UNDERWOOD S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed...
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...MATERIALS GCSE English Literature Specimen Assessment Materials 3 Contents Page Question Papers English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 5 Mark Schemes English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 93 GCSE ENGLISH LITERATURE Higher Tier UNIT 1 Specimen Assessment Materials 2 hours SECTION A Question 1. 2. 3. 4. 5. Of Mice and Men Anita and Me To Kill a Mockingbird I Know Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite page. Then answer the following question: With close reference to the extract, show how John Steinbeck presents Curley here. [10] ...
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...“In writing about her, I reclaimed that part of myself I had long ago rejected, left uncared for, just as she had often felt alone and uncared for as a child. Remembering was part of a cycle of reunion, a joining of fragments, the bits and pieces of my heart that the narrative made me whole again.” Writing Autobiography Bell Hooks (1039 This course on society and identity forced me to take a long hard look myself and question a lot of what I have come to believe. Questions about my up-bring, past, what direction I want to go in the future and how I raise my child. Through much self-reflection, weekly reaction postings an assortment of readings, and exploratory writing I began the process of gathering up all the remnants of myself I had hidden...
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