To Kill a Mockingbird Essay Example

To Kill a Mockingbird Essay How does Jem and Scout change during the course of the novel? How do they stay the same? Through the perspectives of Jem and Scout Finch, the world’s famous classic, Harper Lee’s â€Å"To Kill a Mockingbird†, explores adults’ discrimination towards race and colour, as Atticus Finch defends a Negro. Caught in the midst of it all, his children were forced to experience the severe consequences. Reluctant at first, Jem and Scout took everything to heart, but over a period of time, they gradually learnt to tolerate it as they grow into maturity. Throughout the novel, Jem Finch had transformed from an impulsive, mischievous boy into a responsible, thoughtful grown up. â€Å"No’, said Miss Stephanie. â€Å"Shot in the air. Scared him pale though. Says if anybody sees†¦ swiftly in front of Jem. â€Å"Yawl, write, hear? † he bawled after us. ’ (pp. 60 – 61) In the first part of the novel, Jem was almost caught for spying on his neighbors. This was a very foolish act from Jem as he should have known better than to infiltrate someone else’s property. But in the second half the novel, Jem seems to have evolved immensely. You oughta let your mother know where you are†, said Jem. â€Å"You oughta let your mother know you’re†¦ without your mother knowing’. † (pp. 155 – 156). Jem has good potential in notifying Atticus of Dill’s arrival. Even though, it meant betraying his friend’s loyalty, Jem had made the right decision. Jem’s rapid development had introduced him to the injustice of the adult world. Although, Jem had made a miraculous transition, Scout had her own story. â€Å"Aunt Alexandra was fanatical on the subject of my attire. I could not possibly hope He didn’t mind me much the way I do†. (p. 0) Aunt Alexandra was concerned about Scout physically and mentally. She thinks Scout should dress and behave more in a ladylike way, even though Scout was just satisfied with the way she was. With this in mind, Aunt Alexandra decided to lend a hand. â€Å"Jem’s growing up now and you are too†, she said to me. We will write a custom essay sample on To Kill a Mockingbird specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer † We decided that it would be best for to have some feminine influence. † (p. 140) Aunt Alexandra was coming to live with Jem and Scout, in the hopes of having an impact on Scout. However, it was not until the very end that Scout actually benefited from her aunt’s stay. Mr. Arthur, bend your arm down here, like that. That’s right†¦ escorting me down the sidewalk, as any gentleman would. † (p. 306) Scout had put her ladylike skills into practice by the way she had helped Boo Radley act like a gentleman. Consequently it was under Aunt Alexandra’s influence that Scout was able to successfully become a lady. Despite the fact that Jem and Scout both have to deal with their own dilemma, they always look out for one another. ‘When Jem came home he asked me where I got such a wad. I told him I found it†¦ You’ll get killed if you do! † (p. 7) Jem was very vigilant of his Scout, he is always worried about her safety and wellbe ing. Being the youngest, Scout is often causing a lot of chaos. Though in a similar way, Scout always came to Jem’s defense. â€Å"I’ll send him home†, a burly man said, and grabbed Jem roughly by the collar. He yanked Jem nearly.. nobody gonna do Jem that way,† I said. ’ (p. 168) Scout is very protective of her brother. She doesn’t like to see him hurt or harmed by strangers. This emphasizes that Jem and Scout care a lot about each other and will always be there for each other. Jem and Scout’s inseparable siblings bond had helped each other though difficult times. Apart from their close connection, Jem and Scout’s relationship with Atticus is very strong. ‘With this in mind, I faced Cecil Jacobs in the school yard the next day. â€Å"You gonna take that back, boy? †Ã¢â‚¬ ¦ I would let Atticus down. ’ With her pride at stake, Scout was about to get into another fight, but then refrained at the last minute and thought about Atticus. She knew if she continued Atticus would be very disappointed and sad. This encapsulates Scout’s faithfulness to her father; she wanted him to be proud of her. Alternatively, Jem cares for Atticus in a slightly different manner. â€Å"Scout, try to not antagonize Aunt, hear? † Atticus’ remarks were still rankling, which made me miss the request in Jem’s question. My†¦ now for my edification and instruction. ’ (pp. 151 – 152) This demonstrates Jem’s consideration and love for Atticus. Jem really worries about Atticus and so he tells Scout to not disturb him. Jem is aware of what Atticus is going through and doesn’t want Scout, on top of it all, to cause him more istress. Jem and Scout, each express their affection for Atticus in different ways, Jem cares for Atticus through the approach of understanding his situation, whereas Scout would listen and follow Atticus’ instructions. It is therefore evidence that Jem and Scout had adapted to many obstacles as they grown into maturity. Without the support from each other, they would not have made it through. From an impulsive boy and a tomboyish girl, Jem and Scout had materialized into a responsible grown up boy and a lady. To Kill a Mockingbird Essay Example To Kill a Mockingbird Essay The book is set in the year 1933 in a small town called Maycomb, Alabama. In 1933 slavery is no longer legal but racism is common among people. At this time in the south the town is divided by race. This is portrayed in the town by different churches, schools, and communities. The theme of To Kill a Mockingbird by Harper Lee is how racial prejudice hurts people, which are illustrated by Bob Ewell, the lynch mob, and Lula. One example of racism in To Kill a Mockingbird is Bob Ewell.Bob see’s Mayella and Tom Robinson through a window and is very mad. He’s not only mad because his oldest daughter is with someone in his kitchen, it’s because she was with a black man in his kitchen. Bob Ewell has no problem lying in court and making Mayella lie in court. Instead of telling the truth by saying he beat Mayella for letting a black man into his house, he makes up a whole story about what happened that day because he is racist. He even expresses his racism in court in fron t of the jury, judge, and audience.When testifying at the witness stand he says,† I seen that black negro yonder ruttin’ on my Mayella! †(Lee 173). Bob Ewell doesn’t hold back his racial prejudice for the courtroom. When Mayella is in the kitchen with Tom Robinson, Bob Ewell gets very angry. His character represents how some people in Maycomb just have a problem interacting with other races. Bob Ewell is a racist man. Another example of racism in To Kill a Mockingbird is the mob that comes to lynch Tom Robinson. To lynch somebody means to hang them without police involved or a legal process used.The mob is made up of citizens of Maycomb who want to take the law into their own hands. They feel that a trial is not necessary and that Tom Robinson should be killed no matter what actually happened because he is black. They think that an accusation from one of the most selfish, uneducated, racist families in Maycomb is enough to have a black man killed. This mob represents the majority of the townsfolk. These people like Mr. Cunningham are average Maycomb citizens. They are extremely racist and won’t even think twice about lynching an accused man like Tom Robinson.When they try to lynch Tom while he’s in prison, Atticus defends him. † He in there Mr. Finch? ’ a man said. ‘He is,’ we heard Atticus answer,’ and he’s asleep, don’t wake him up. ’ ‘You know what we want, another man said, ‘get aside from the door Mr. Finch. ’ ‘You can turn around and go home again, Walter† (Lee 151). This quote shows that the mob is clearly going to lynch Tom Robinson because he is a black man accused of rape. The mob went after Tom Robinson only because he is black, therefore, shows the racism in the book. Racism is present in most of the townsfolk.Another example of racism in To Kill a Mockingbird is Lula. Calpurnia takes Jem and Scout to her church because the k ids aren’t responsible to go by themselves to their church. When she brings the kids there, they are the only white people at the church. She is confronted by another member of the church, Lula. † She spoke quietly, contemptuously. ’ I wants to know why you brinin’ white chillun to a negro church. ’ ‘Theys my comp’ny. ’ Said Calpurnia. Lula said,’ you ain’t got no business bringin’ white chillun here-they got their church, we got our’n.It is our church, ain’t it Miss Cal? ‘It’s the same God ain’t it? ’ (Lee 119). This represents the racism directed toward white people. This also shows that Calpurnia doesn’t have any racial prejudice and that she wants equality between people. By defending Jem and Scout and standing up to the racism, Calpurnia is able to use God to show people that racism is bad no matter who it is directed towards. This quote shows that racism i n the book is not only directed towards black people. This scene shows that sometimes black people can be racist towards white people.Racsim in the book can be directed towards anybody. To Kill a Mockingbird by Harper Lee has many themes, but the main one is how racism puts people down which is portrayed by Lee through Bob Ewell, the lynch mob, and Lula. The reader learns that that U. S. history has a lot of racial prejudice. Also, that almost everybody in the south is racist and that few people stood up to it. The reader also learns that racism was a very common excuse for killing people. The reader also learns that prejudice can be directed towards any race, religion, or group of people.

The Story of Yingying features Essay Example

The Story of Yingying features Essay Example The Story of Yingying features Paper The Story of Yingying features Paper The Story of Yingying features two characters who approach their relationship from different moral perspectives. The two live in an ancient Chinese world in which complexities attend their individual stations in different ways that conspire to keep them apart. Zhang is a scholar who has little money but who holds the promise of becoming distinguished in his academic pursuits. Yingying, by contrast, is an aristocrat whose parents have already drafted her future as it regards whom she will marry. The circumstances under which they meet merely complicate the aspect of reality. Close attention to the action of the text will clearly demonstrate, however, that they also serve to reveal the true characters of each of the lovers and the depth to which their affections run. For though their romance’s end might have been socially inevitable and might have been the force behind the moral dilemmas they face, the two characters differ at the end in their consideration for each other. Zhang proves himself to be a profligate who has falsely won the affection of Yingying and broken her heart. Yingying, on the other hand, demonstrates constancy in her affections for Zhang. Therefore, while Zhang belies his true intentions and debases his nobility, Yingying distinguishes herself as a paragon of true fidelity. The character of Zhang the scholar might be seen as enigmatic from the beginning. Several considerations make it necessary for the reader to question his actions as soon as the story starts. He is introduced as a focused individual- a scholar who has through intense study prepared himself for the imperial examinations. Viewing this demonstration by Zhang of his (apparent) academic dedication, the reader feels a level of respect for the young man who seems determined to distinguish himself by furthering his studies. However, when he falls precipitately in love with Yingying upon first seeing her, the reader is inclined to become suspect of the intentions of a man who would fall so quickly. Zhang has, after all, seen only Yingying’s face and body; he has not had occasion to study her character. His amazement at seeing her announces two possibilities about him. The first possibility is that perhaps he has not been as exposed to the world as the reader has once believed. It is, of course, necessary to keep in mind the context of the situation. As a male youth of that era in China, Zhang may have been traditionally kept away from beautiful women of court. He may also have lacked opportunity, by virtue of his station, to be in the presence of a young woman of cultured upbringing and who possesses such physical enhancements to her natural beauty. Rather, he may have been privy only to the raw (and probably debased) femininity of the common servant girl- or perhaps he (as a scholar) had been kept away from women altogether. These scenarios are all indicative of innocence on the part of Zhang, and therefore his reaction to Yingying might be seen not as mere lechery but a true and flattering response to the sight of a well-groomed and naturally beautiful young woman. His character, in this light, remains noble. However, the second possibility is that, perhaps as a man of the world, Zhang has been exposed to the sights of beautiful women and knows the physical pleasures that might be had in the company of one. His reaction to her beauty in such a case might be seen as an ignoble act that causes his mind to conjure ways of defiling this woman. Jumping forward a bit in the story (to the scene in which Zheng is about to leave for his examination) hints that such behavior might even be tacitly expected of men within the period and in that land. Yingying, who suspects that Zheng is about to leave her forever, says to him, â€Å"To seduce someone and then abandon her is perfectly natural, and it would be presumptuous of me to resent it. It would be an act of charity on your part if, having first seduced me, you were to go through with it and fulfill your oath of lifelong devotion† (Zhen, 1978). This gives credence to an idea that Zhang might very well have been aware that such actions are expected, and had been planning from the beginning merely to seduce Yingying with promises and leave her.

Band of Brothers Essay Example for Free

Band of Brothers Essay The book title, â€Å"Band of Brothers,† by Stephen E. Ambrose is a book that shares the risky undertaking and hazardous experience that the United States Army had to go through in World War 2. Bravery is an understatement when describing the men of East Company’s personalities. The book really helps the reader describe the relationships and friendships that were either directly or indirectly developed as a result of going to war. From the extremely brutal training, to the depths of enemy territory, these men developed a brotherhood that only can come about as a result of extreme situations such as preparing and training for war, as well as World War 2 itself. This book not only describes Easy Company but other military veterans or active service members can relate to the situations described in the book. First of all, the book’s title describes things very accurately. Like most military divisions, Easy Company which was a part of the 101st Airborne Division in the Army, had to go through an exhausting basic training course in Camp Toccoa in Georgia. This alone is going to establish bonds and friendships among the young men participating in this training, whether they are looking for a buddy or not. Much of Easy Company already had an unspoken brotherhood before they even came into basic training. Many of these men had grown up in the terrible time of the depression and many of them had something in common. During Easy Company’s time in basic training, they not only had to compete with their selves, but with other militaries. â€Å"A day or so before leaving Toccoa, Colonel Sink read an article in the Reader’s Digest that said a Japanese Army battalion had set a world record for marching endurance by covering 100 miles down the Malayan Peninsula in seventy-two hours. (p. 28)† Colonel Sink wanted to top the Japanese’s achievement so he ordered his men to do better. This was a very miserable journey and test for Easy Company but they accomplished more than the Japanese Army had. War in itself is a competition but this book also examines with detail, the miniature competitions that occurred during World War 2. This march helped bring the soldiers together even closer and it also gave them the confidence and conditioning they needed to go into the brutal battles of World War 2. Most importantly, trust develops between these men because they are confident that they have well trained soldiers going into battle with them and not people that are going to drag their feet. â€Å"They were prepared to die for each other; more important, they were prepared to kill for each other (Pg. 1). The first battle which was the invasion of Normandy proved to be an eye opener that would just only strengthen the bond and brotherhood that Easy Company had. The pure terror of landing in Normandy and facing the Nazi German in a low vision area was at this point, the ultimate test to see if the training they bared in Camp Toccoa was good enough. With bullets flying and loud bangs disrupting their hearing, many of the men could not locate the rest of the group. Winters helped to organize and reunite a few men so they could have a better chance against the Germans by sticking together. Even though men were lost, Lieutenant Winters proved in a small victory that Easy Company was a highly trained group of soldiers that could get the job done in defeating the Nazis. Winters achieved this with a small group of soldiers as well. â€Å"The attack was a unique example of a small, well-led assault force overcoming and routing a much larger defending force in prepared positions (Pg. 84). † Even though this gruesome battle was an eye opener to the horrors of war, Easy Company’s soldiers were described as confident, had a will to survive and a sense of pride. Band of Brothers. (2017, Feb 03).

Genetic testing for overall population health Assignment

Genetic testing for overall population health - Assignment Example On the downside, genetic testing could further complicate people’s lives in regards to their health status. It is likely that genetic tests will lead to the realization of genetic conditions that leave patients worried over their health. Such an observation negates the prospects of genetic testing. On the same note, genetic conditions and/or disorders that previously received no serious attention, or those that are not necessarily threatening, could now become the new focus of healthcare practitioners. This could translate to increased costs of healthcare, medical research, and development. Moreover, an ethical concern in this matter relates to possible interference with an individual’s natural and biological genome. For a nurse, it is important to create awareness and promote legal and ethical practices as far as genetic testing is concerned. In essence, nursing plays an important role in promoting overall population health (DeNisco & Barker, 2013). In this respect, a nurse with advanced knowledge is a key driver of the prospects of genetic testing. The idea is to ensure that nurses work under mutual grounds with their patients to ensure proper genetic testing and improved population

Poem Essay Example | Topics and Well Written Essays - 500 words - 10

Poem - Essay Example The author of the poem (Merlin) applies the technique to point out that the contest was not fair, probably rigged and whichever decision Paris makes leads to the destruction of the city of Troy. Accordingly, Merwin’s point is to demonstrate the idea that human beings are naturally imperfect and avoidance of self-destructive conduct is not an easy task. The imperfection and self-destructive trait is an essential component of human behavior that makes their actions exciting and unpredictable. The self-destructive behavior is an essential factor that implores individuals to seek redemption after the consequences of their actions. The poem ends with a picture of Helen picking up a yellow flower with roots that relieves pain. The essence is that humans often bring pain and suffering on themselves but the grief prompts compassion that upholds unity. The yellow flower is an indication of human’s effort to relieve anguish and pain. According to Brunner (1991), the implicit metaphor in the heading â€Å"the Carrier of Ladders indicates a change in Merwin’s attitude and orientation. Apparently, only humans are capable of carrying ladders, and their aim to climb or rise to a new level, even if such people are not aware of what they will find the level of elevation. Accordingly, almost of the poems in the volume build from such premise. Similarly, there are those who regard reading the works of Merwin as being similar to reading a puzzle and it is normally beneficial to put an effort to grasp the bottom line of the author’s logic. The carriers of ladders reminds one of the old Icelanders’ Edda Kennings, who authored the objects in a roundabout, and playful manner. However, Merwin applies the approach to an individual’s spiritual and emotional life, with popular themes being loss, isolation, and death (Brunner 1991). The critically applauded

Critically discuss Essay Example for Free

Critically discuss Essay In order to critically discuss the quoted statement it is first necessary to determine what the power relations between adults and children are. How do adults demonstrate power over children, and what part does fear play in contributing to this power. Fear is another word which will need to be classified, what frightens children and how do adults exploit this fear to exercise power over children. Throughout history and in all cultures adults exercise power over children, in all aspects of their lives from parental power, teacher/school regulation through to the passing of laws at national level that affect the lives of all children within that society. S. A. Taylor (2000) cited in Doing Research with Children and Young People Edited by Fraser et al, pointed out that it is adults and not children themselves who write about, debate and decide what rights children should have. This can be seen as an indication of the power adults exercise over children which confines them to subordinate roles within society. Power means different thing to different people, however, it is generally thought of as the ability of individuals or groups to influence others and put forward their point of view despite the resistance or objections of others. Sometimes the direct use of force is used to exercise power, however idealogies are usually used to justify the application of this force (Giddens 1995) cited in Doing Research with Children and Young People Edited by Fraser et al pg81. Thus the old adage that knowledge is power can be said to be true. Children’s knowledge can be disregarded by adults and they can still be controlled by force, (no matter how well intentioned) by the adults who are responsible for them. In order to understand the role of power in research with children and young people, it is necessary to acknowledge the contribution of sociological thinking. Sociological thinking seeks to explain the role of power in people’s lives, how society as a whole works and how order is achieved (Doing Research with Children and Young People Edited by Fraser et al pg 81). In the past, such explanations emphasized the world of men with small consideration to the world of women and less still to the worlds of children. Feminists were critical of the ideas that portrayed the family as â€Å"natural† and unchanging. However, Feminists ideas also came into conflict with each other in particular black Feminists were critical of white Feminist fro ignoring the paradox of black experience in their arguments. Wright et al (1998) cited in Doing Research with Children and Young People Edited by Fraser et al pg83 Fraser et al pg83 Fraser et al pg83 Fraser et al pg83 Fraser et al pg83 acknowledged in his research the importance of Feminist researchers recognition of the reproduction of gender divisions within education. Research in this area has helped to address the educational performance of young women in school. Family life and public aspects of life are important in considering the concept of power in the lives of children and young people. Bill and Ribbens (1995) and Ribbens and Edwards (1998) cited in Doing Research with Children and Young People Edited by Fraser et al pg 83 suggest the concepts of public and private aspects of life and family are relevant for understanding the divisions within the of people in Western society in terms of the meanings men and women associate with the idea of public and private life. These aspects can contribute to the thinking about the position of children, who have limited power within family life. Research studies involving children and young people in their home environment, are often reliant on reports by their parents or carers. Modern researchers, however, increasingly conduct research with children and young people via direct communication with children in order to determine their views first hand. Power elations in research with children and young people are reinforced by more general and cultural ideas that exist between adults and children in society at large (Doing Research with Children and Young People Edited by Fraser et al pg 84.) Mayall maintained that adults have divided up the social order into two major groups that is adults and children, with specific conditions surrounding the lives of each group. One factor that helps to maintain unequal adult-child power relations is beliefs that adult possess a superior level of knowledge. However, it is difficult to believe that an adult would have a better knowledge of what it is like to be child than the child themselves. Mayall points out that she needs to acquire from a child their own unique knowledge of what it means to be a child, because although of course she has been a child herself, she may have forgotten much and childhoods vary and are likely to have changed in the time since she herself was a child. Researchers can try to minimise the power relation gulf between them as the adult to the child/children by trying to be â€Å"one of them† it is not easy to negate the central adult characteristic of having power over children. Christensen and Prout (2002) cited in Doing Research with Children and Young People Edited by Fraser et al pg 85, outlined four ways that children and childhood have been identified in research. The first of these is that of â€Å"the child as an object† this assumes that children and young people are dependent, incompetent and unable to deal appropriately with information. They are in need of care and protection by adults who undertake the role of â€Å"interpreters† of their lives. This orientation of research relies heavily on the adult perception of situations and the accounts of adults; it all but negates the views of children. The second view point is of â€Å"the child as subject† this puts children more to the fore in the research process and moving the research to a more child-centred perspective. Despite the suitability of involving children it is recognised that it can be countered by judgements about their social maturity and cognitive ability. Adult researchers exert power in determining who to include e.g. only children of a certain age or intelligence level. In the third viewpoint the child is seen as a â€Å"social actor†. That is they take part in, change and become changed by the world in which they live. Children are seen as entities in their own right, rather than just part of a family unit, or a member of a school, etc. The final viewpoint sees the child as a â€Å"participant or co-researcher†. This involves the children having an active role in the research. This perception considers that children should be informed, involved and consulted about all activities that have an affect on their lives; including research. In this situation the balance of power between adults and children can be volatile and changeable. The level of knowledge that the adult shares with the child, dictates the level at which the child is truly involved.

Romanticism, Realism and Emily Dickinson :: Romanticism Realism Emily Dickinson

Romanticism, Realism and Emily Dickinson Emily Dickinson wrote at the tail end of the Romantic period, and even though she was influenced by some of the ideals of Romanticism, is most commonly known as a writer from the Realist era. However, her writing embodies the defining characteristics that are identified with each of these periods. The main characteristic of Romanticism that Emily Dickinson portrays in her writing is the emphases of the importance of Nature to the Romantics. In most of her poems there is some mention or comparison to something found in Nature. In Poem 449, she refers to the moss that covers the names on the graves of the tombstones of â€Å"Beauty† and â€Å"Truth.† The Puritans believed Nature to be the realm of the devil. By including references to Nature in many of her poems, she was rebelling against the ideals of the Puritan upbringing she had hated so much. Realists are considered to be concerned with poverty, extortion and the negative aspects of life; the harsh realities of life. In Poem 216, Emily uses words to create a metaphor for the Puritan way of life. She reveals how much they distance themselves from others and how living a Puritan way of life is much like walking on earth dead. In many ways, she mocks the wealthy Puritans too. It was their belief to not spend their money, but rather save it. In Poem 216, she is saying that all the money the Puritans obtain in life is spent on their tombstones since they are not allowed to enjoy their riches in this life. Many of her poems deal with death or dying, but this is simply a metaphor to express how bleak life has come to be in the present. Realists were also trying to push for social reform through their writing, hinting at what may happen if reforms do not take place. Emily Dickinson views the Puritan life as a life that oppresses people from the joys it can bring. Puritans try to live a life full of hard work and little pleasure since pleasure is a thing of the devil.