...Imagine enduring a situation in which you have the choice of acting for the greater good or choosing to do what’s best for you. In the novel To Kill a Mockingbird, Atticus Finch, a lawyer defending a black man, has been given a choice to either not defend Tom or defend him. This case shows that standing up for the greater good might not be so good as it has so many negatives for Atticus and for the people that he loves. Some people may argue that defending him was worth it because he would be respected by the black community and they would help him out, but accepting the case can lead to so many hardships for Atticus that the African American people can’t help him with as they don’t get a say for most things. Atticus defending Tom Robinson is not worth it because of...
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...I think Atticus Finch is a good citizens because of his actions towards his kids and his community. He treated his kids differently then most parents did if his kid’s did something wrong he would talk about it with them and explain to them why it was the wrong thing too do. On the other hand most parents would spank there kids Atticus said I have never put a hand on my kids. Atticus Finch is a very humble guy the last person on the earth that he cares about is his self. He is guy who gets what he needs to done he is a very hard worker. He cares more about making others peoples lives it takes away how his life is. Atticus is man that does what is right not so more what he want’s to. He does this because he does not want to look at decision...
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...Atticus Finch, lawyer, marksman, and single father.People may consider Atticus a bad father due to his “loose restraints” on his children, but that doesn't make him bad.Atticus has taught his children to look at others equal, and to act good. Atticus is a great character, he is very important character in Harper Lee’s To Kill A Mockingbird.Atticus may make mistakes, but he's human. Atticus’ flaws do not even compare to his great achievements. Atticus tries his best as a father, treats others with respect despite their actions towards him, and does a great job at raising two “wild” children. At my current standing in the book, I have a pretty good understanding on Atticus. He is a single father raising two adventurous children. Atticus isn't “sharp” at first look, that changes. Jem and Scout didn't really “understand” their father, they saw his flaws more than his achievements. When Tim Johnson was being a hazard towards the...
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...| Research Paper | What is the relationship between history and the literature that explores it? What are the similarities between that trial and the one of Tom Robinson in the novel? | | E3 | In a time in which racism and segregation were substantial two lawyers each very determined to help and stand by their clients and defend them in law to the best of their abilities in the face of danger. Both the Scottsboro boy Trials and the Tom Robinson trial in the novel “To Kill a Mockingbird” were very similar and “To kill a Mockingbird” definitely seemed as if it were influenced by the Scottsboro boy’s trial. | Samuel Leibowits was the lawyer who defended Charles Weems, Andy Wright, Olen Montgomery, Roy Wright, Willie Robertson, Eugene Williams, Ozzie Powell, Clarence Norris and Haywood Patterson also known as the Scottsboro Boys. What happen to them was that they were on a train and they were accused of rape by Victoria Price and Ruby Bates. All nine men were convicted soon after for rape. Atticus Finch defended Tom Robinson, who was accused of raping Mayella Ewell, a white woman. In the novel "To Kill a Mockingbird" the story revolves around the trial and the life of Finch and his family before, during and after the trial of Tom Robinson. Atticus faced loads of criticism for defending a black man. The similarities that are shared between the trials of the Scottsboro Boys and that of Tom Robinson in "To Kill a Mockingbird" are many. First of all they both take...
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...couldn’t have cared less, so long as he could pass and punt. When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident. I maintain that the Ewells started it all, but Jem, who was four years my senior, said it started long before that. He said it began the summer Dill came to us, when Dill first gave us the idea of making Boo Radley come out. I said if he wanted to take a broad view of the thing, it really began with Andrew Jackson. If General Jackson hadn’t run the Creeks up the creek, Simon Finch would never have paddled up the Alabama, and where would we be if he hadn’t? We were far too old to settle an argument with a fist-fight, so we consulted Atticus. Our father said we were both right. Being Southerners, it was a source of shame to some members of the family that we had no recorded ancestors on either side of the Battle of Hastings. All we had was Simon Finch, a fur-trapping apothecary from Cornwall whose piety was exceeded only by his stinginess. In England, Simon was irritated by the persecution of those who called themselves Methodists at the hands of their more liberal brethren, and as Simon called himself a Methodist, he worked his way across the Atlantic to Philadelphia, thence to Jamaica, thence to Mobile,...
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...To Kill A Mockingbird A summary of the novel by Harper Lee Doris Griffin Colorado Technical University Online June 23, 2012 Author Note This paper was prepared for LITR240-1202B-09, Phase 5 IP, taught by Professor Daniel Lambert. Abstract Harper Lee wrote only one novel in her life. To Kill A Mockingbird, in a research done by the Book-Of-The-Month Club in 1991 ranked second to the Bible. The novel still draws a million new readers each year. The novel contains two stores, the innocence of childhood as told by Scout and the story of her father who was asked to defend a Negro who was accused of raping a white woman. (Shields, C., 2006) Two of the themes of the novel are justice and tolerance. The two are joined together when Atticus explains to Scout how to understand all kinds of people by walking around in their skin. (Shields, C., 2006) To Kill A Mockingbird is a story to learn a life’s lesson from. The innocence of a child is genuine and they are taught racism and hate by their elders. Children at a young age do not see black or white, rich or poor, or understand what racism means. They are just children who believe that everyone is good and they trust with all their hearts. To Kill a Mockingbird The story is set in and old town in Alabama, Maycomb. The town is described as a quiet and dull town in the 1930’s. Scout is one of the main characters in the story. She is naïve and innocent as children are. She has an older brother, Jem, that...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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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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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...GRE vocabulary Flash review 7031_ GREVOC_ Flash Review[FIN].indd 1 5/10/11 2:55 PM Other Titles of Interest From LE ARNINGEXP RESS EMT Flash Review 7031_ GREVOC_ Flash Review[FIN].indd 2 5/10/11 2:55 PM GRE Vocabulary Flash review ® New York 7031_ GREVOC_ Flash Review[FIN].indd 3 5/10/11 2:55 PM Copyright © 2011 LearningExpress, LLC. All rights reserved under International and Pan American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data GRE Vocabulary flash review. — 1st ed. p. ; cm. ISBN- 978-1-57685-781-6 1. Vocabulary—Problems, exercises, etc. 2. Graduate Record Examination. I. LearningExpress (Organization) PE1449.G656 2011 428.1—dc22 2010053646 G RE V OCABULA RY Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com 7031_ GREVOC_ Flash Review[FIN].indd 4 5/10/11 2:55 PM Contents INTRODUCTION. . . . . . . . vii About This Book. . . . xiii A . . . . . . . . . . . . . . . . . B . . . . . . . . . . . . . . . . . C . . . . . . . . . . . . . . . . . D . . . . . . . . . . . . . . . . . 1 45 57 87 E . . . . . . . . . . . . . . . . . 123 F . . . . . . . . . . . . . . . . . 159 G . . . . ...
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...DMA 501 MARKETING MANAGEMENT BY DR JUSTUS M MUNYOKI SCHOOL OF BUSINESS UNIVERSITY OF NAIROBI 2010 INTRODUCTION THE CORE CONCEPTS OF MARKETING. Marketing is a social and Managerial process by which individuals and groups obtain what they need and want through creating, offering and exchanging products of value with others. Then the core concepts of marketing are - Needs , wants and demands - Products - Value, cost and satisfaction - Exchange and translations - Relationships and networks - Markets - Marketers and prospects Needs, wants and demands A need is a state of deprivation of some basic satisfaction. A need is not created by the marketer, but is a biological concept, for example hunger, thirst, safety, shelter, esteems. Wants are desires for specific satisfiers of needs and may be considered a higher level need. For example when an individual may have a need for food, his / her want will be a specific prepared meal such as chicken or fish, Demands are wants for specific products that are backed by an ability and willingness to buy them, wants become demands when supported by purchasing power. Effective demand is comprised of people who are willing and are able to buy a product. Product – Comprises of goods, services and ideas that satisfy human needs and wants. A product is anything that can be offered to satisfy a need or want. Value, cost satisfaction - a value is the consumer’s estimates of the products...
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...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...
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