...William Golding’s Lord of the Flies and Lauren Slater’s Opening Skinner’s Box both take a look at human perpetuation towards evil. Slater argues that humans may commit evil deeds when obeying authority, by observing Stanley Milgram’s experiment in her second chapter, “Obscura”. In chapters one through six of Lord of the Flies, Golding examines society through the perspective of young boys, and their finding of inner evil. I think both Slater and Golding would argue that it is easy to find evil, when one loses their self. I believe that the quintessential part of “Obscura” is when Lauren Slater examines Milgram’s obedience experiment’s effect on people. In other words, Slater contends that the experiment has “managed to stamp itself so solidly into these men’s undeniably real lives” (58). Those personal interviews and stories share...
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...Analysis of the Major Characters In Lord of the Flies by William Golding In Partial Fulfillment of the Requirements in English 140 Submitted by: Ryan Mark L. Catanio Submitted to: Prof. Donna Alna C. Cortez September 08, 2014 A. Author’s Biography William Golding Biography Author (1911–1993) a. Synopsis William Golding was born September 19, 1911, in Saint Columb Minor, Cornwall, England. In 1935 he started teaching English and philosophy in Salisbury. He temporarily left teaching in 1940 to join the Royal Navy. In 1954 he published his first novel, Lord of the Flies. In 1983, he was awarded the Nobel Prize for Literature. On June 19, 1993, he died in Perranarworthal, Cornwall, England. b. Early Life William Golding was born on September 19, 1911, in Saint Columb Minor, Cornwall, England. He was raised in a 14th-century house next door to a graveyard. His mother, Mildred, was an active suffragette who fought for women’s right to vote. His father, Alex, worked as a schoolmaster. William received his early education at the school his father ran, Marlborough Grammar School. When William was just 12 years old, he attempted, unsuccessfully, to write a novel. A frustrated child, he found an outlet in bullying his peers. Later in life, William would describe his childhood self as a brat, even going so far as to say, “I enjoyed hurting people.” After primary school, William went on to attend Brasenose College at Oxford University. His father hoped he would become...
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...Adam smith once said, “To feel much for others and little for ourselves; to restrain our selfishness and exercise our benevolent affections, constitute the perfection of human nature.” Even we, as people, have never seen this quote before I think we all believe in it one way or the other. That’s why books are always being challenged to be banned in order to protect human nature. We do not want to see the negative effects of the books being read by adolescences. That is why many people considered banning books to be a benevolent act rather than an act of hate. Often books that are banned are considered to have racial themes, too violent, or can be damaging to lifestyles. I’m sure that in your lifetime you have read a book or two with and extremely...
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...ABRAHAM MASLOW Born April1,1908 Abraham Maslow was the oldest of seven children born to his parents in Brooklyn New York. Feeling pressure from his parents to achieve academic greatness, Abraham went through early childhood with few friends. Focusing mainly on his studies Maslow had a quiet and unfulfilling adolescence. Abraham started off his college career by attending city college in New York were he began to study law, as his father had wanted him to do. He soon lost interest and transferred to the University of Wisconsin and studied psychology. Here Maslow received, in 1934, his Ph.D. During his college career Abraham married his cousin Bertha Goodman, his parents did not approve of the union and were saddened by it . While Maslow was at Wisconsin he met a man named Harry Harlow, Harlow had a great affect on Maslow and his thinking . Another one of Maslows role models was E.L Thorndike who got him interested in human sexuality. Abraham took a job at Brooklyn College ,it is here were he took interest in humanistic psychology. And developed his theory on the “Hierarchy of Needs”, and the idea of self-actualization. Maslow would go on to be one of the greatest humanistic and behavioral psychologists to date. Trying to get up that great big hill hope for his destination Abraham Maslow created the hierarchy of needs. Which takes us from basic physical needs to self -actualization. Maslow believed each person was born with his or hers mental, creative , and social potential. It...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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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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...'Vhat'Ve Can't A Guide J. Budzisze wski WHAT WE CAN’T NOT KNOW J. BUDZISZEWSKI WHAT WE CAN’T NOT KNOW A Guide Revised and Expanded Edition IGNATIUS PRESS SAN FRANCISCO First edition published by Spence Publishing Company, Dallas, Texas ©2003 by J. Budziszewski All rights reserved Cover illustration: Comstock/Fotosearch.com Cover design by Sam Torode ©2004 Spence Publishing Company Used by permission Published in 2011 by Ignatius Press, San Francisco ©2003, 2011 J. Budziszewski All rights reserved ISBN 978-1-58617-481-1 Library of Congress Control Number 2010927673 Printed in the United States of America To my grandparents Julian and Janina Budziszewski, long departed, not forgotten The mind of man is the product of live Law; it thinks by law, it dwells in the midst of law, it gathers from law its growth; with law, therefore, can it alone work to any result. —George MacDonald CONTENTS PREFACE TO THE SECOND EDITION A New Phase of an Old Tradition ix PREFACE TO THE FIRST EDITION Whom This Book Is For xix ACKNOWLEDGMENTS xxiii INTRODUCTION The Moral Common Ground 3 I THE LOST WORLD Things We Can’t Not Know 1 2 What It Is That We Can’t Not Know 3 Could We Get By Knowing Less? II EXPLAINING THE LOST WORLD 4 The First and Second Witnesses 5 The Third and Fourth Witnesses 6 Some Objections vii 19 29 54 83 93 116 viii WHAT WE CAN’T NOT KNOW III HOW THE LOST WORLD WAS LOST 7...
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...of State in the Indian government and celebrated author ‘Furious action jumps off every page.’ – Anil Dharker, renowned journalist and author ‘Tripathi’s Shiva Trilogy is already being touted as India’s Lord of the Rings.’ – Hindustan Times ‘…Amish has mastered the art of gathering, interpreting and presenting India’s many myths, folklores and legends, and blending all of that into fast-paced thrillers that change your views about gods, cultures, histories, demons and heroes, forever.’ – Hi Blitz ‘Amish’s Shiva Trilogy has a refreshing storyline… The narration forces you to impatiently turn the page to know what secret is going to be revealed about the “Neelkanth” next.’ – The Telegraph ‘It’s a labour of love... Amish also humanizes his characters, something which most popular Indian writers fail miserably at.’ – Mint ‘Amish’s philosophy of tolerance, his understanding of mythology and his avowed admiration for Shiva are evident in his best-selling works.’ – Verve ‘Tripathi is part of an emerging band of authors who have taken up mythology and history in a big way, translating bare facts into delicious stories.’ – The New Indian Express ‘[Amish] has combined his love for history, philosophy and mythology into a racy fictional narrative which depicts Lord Shiva as a Tibetan tribal leader.’ – The Pioneer ‘Tripathi’s approach to storytelling is contemporary and...
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...great curiosity till the end. The end however is a cliff-hanger and leaves one thirsting for more.’ — Business World ‘Amongst the top 5 books recommended by Brunch... the story is fascinating.’ — The Hindustan Times ‘...has philosophy as its underlying theme but is racy enough to give its readers the adventure of a lifetime.’ — The Hindu ‘Amongst the list of favourite holiday books of 2010. A fast paced story, you are bound to read it cover to cover in one sitting.’ — The Deccan Chronicle ‘Much before the box-office verdict on Rajneeti and Raavan became apparent, Indian readers gave a thumbs-up to The Immortals Of Meluha. Its author Amish, an IIM graduate, created a delightful mix of mythology and history by making Lord Shiva the hero of his trilogy. The first part has been on the Indian bestseller charts for quite some time now.’ — The Indian Express ‘...to me, The Immortals of Meluha is a political commentary with messages for our world and a hope that since they flow from the Mahadev himself, they will find greater acceptance. Be it the interpretation of Shiva’s battle cry — Har Har Mahadev as Every man a Mahadev or the valour of Sati who fights her own battles — every passage is rich in meaning and yet, open to interpretation. Therein lies the strength of this book.’ — Indiareads.com ‘...wonderful book, replete with...
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...The Three Musketeers by Alexandre Dumas A Penn State Electronic Classics Series Publication The Three Musketeers by Alexandre Dumas is a publication of the Pennsylvania State University. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. The Three Musketeers by Alexandre Dumas, the Pennsylvania State University, Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18201-1291 is a Portable Document File produced as part of an ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis; sketch of Dumas in 1869, French artist Copyright © 2000 The Pennsylvania State University The Pennsylvania State University is an equal opportunity university. Alexandre Dumas The Three Musketeers by Alexandre Dumas [Pere] AUTHOR’S PREFACE IN WHICH IT IS PROVED that, notwithstanding their names’ ending in os and is, the heroes of the story which we are about to have the honor to relate to our readers have nothing mythological about them. A short time ago...
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...great curiosity till the end. The end however is a cliff-hanger and leaves one thirsting for more.’ — Business World ‘Amongst the top 5 books recommended by Brunch... the story is fascinating.’ — The Hindustan Times ‘...has philosophy as its underlying theme but is racy enough to give its readers the adventure of a lifetime.’ — The Hindu ‘Amongst the list of favourite holiday books of 2010. A fast paced story, you are bound to read it cover to cover in one sitting.’ — The Deccan Chronicle ‘Much before the box-office verdict on Rajneeti and Raavan became apparent, Indian readers gave a thumbs-up to The Immortals Of Meluha. Its author Amish, an IIM graduate, created a delightful mix of mythology and history by making Lord Shiva the hero of his trilogy. The first part has been on the Indian bestseller charts for quite some time now.’ — The Indian Express ‘...to me, The Immortals of Meluha is a political commentary with messages for our world and a hope that since they flow from the Mahadev himself, they will find greater acceptance. Be it the interpretation of Shiva’s battle cry — Har Har Mahadev as Every man a Mahadev or the valour of Sati who fights her own battles — every passage is rich in meaning and yet, open to interpretation. Therein lies the strength of this book.’ — Indiareads.com ‘...wonderful book, replete with...
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...CHAPTER TWO Review of Literature Introduction Current educational research on bullying imbedded in bullying programs instruct Educators on how to handle different aspects of bullying episodes and, on how to instill an understanding of student’s perceptions of bullying incidents, however, not all teachers have the same perception of bullying interactions. Everyone comes to the table with their own set of definitions and perspectives based upon their background and upbringing. There is a need to examine these varied perceptions and understandings and how people in schools define and respond to bullying. There are critical gaps in the existing research on this subject and by identifying and understanding teacher perceptions of bullying in this time frame of 2013, response to incidents involving student bullying will provide useful insights while also providing future researchers points of comparison. The purpose of Chapter Two is to support examination of my body of research and to determine similarities and differences in teacher perceptions of bullying in their schools. Background information will be provided to the reader on the kinds of bullying and their definitions, and what affects accompany bullying episodes and current existing attitudes about bullying. Review of the Related Literature Bullying has been come to be defined as the repeated aggressive behavior that can be either physical, psychological to...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Title Page Contents Contents 1 The Sound of the Shell 5 2 Fire on the Mountain 42 3 Huts on the Beach 65 4 Painted Faces and Long Hair 80 5 Beast from Water Page 4 of 290 106 Go Back 6 Beast from Air 134 7 Shadows and Tall Trees 155 8 Gift for the Darkness 177 9 A View to a Death 207 Full Screen Close Quit 10 The Shell and the Glasses 221 Home Page 11 Castle Rock 242 12 Cry of the Hunters 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell Title Page Contents The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering ...
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...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Contents 1 2 3 4 5 6 7 8 9 The Sound of the Shell Fire on the Mountain Huts on the Beach Painted Faces and Long Hair Beast from Water Beast from Air Shadows and Tall Trees Gift for the Darkness A View to a Death 5 42 65 80 106 Title Page Contents Page 4 of 290 Go Back 134 155 177 207 Quit Full Screen Close 10 The Shell and the Glasses 11 Castle Rock 12 Cry of the Hunters 221 Home Page 242 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like...
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