Susan Reynoldss Attack on the Concepts of Feudalism Supported by F.L. Ganshof and Marc Bloch

To Kill a Mockingbird Themes, Symbols, and Literary Devices

To Kill a Mockingbird Themes, Symbols, and Literary Devices To Kill a Mockingbird seems like a very simple, well-written morality tale at first glance. But underneath the easy markers of racism and heroism is a much more complex story. Your first hint is the sleight of hand author Harper Lee employs in the point of view, which is actually Jenna Louise Finch as an adult recounting her adventures as a child. The mature, grown-up perspective is buried under the rambunctious, naive perspective of her younger self so skillfully most readers forget that the story isn’t being narrated by a little kid. This allows Lee to explore her sub-themes of racism, justice, and innocence while masterfully dealing with her main theme: How our view of the world changes as we grow older. Maturation The story of To Kill a Mockingbird takes place over the course of several years, beginning when Scout is 6 years old and ending when she is close to 9 years old, and her brother Jem is 9 (though very close to being 10) in the beginning and is 13 or 14 by the end of the story. Lee uses the young age of the children to tease out many of the complexities in her themes; Scout and Jem are frequently confused about the motivations and reasoning of the adults around them, especially in the earlier sections of the novel. Initially, Scout, Jem, and their friend Dill make many incorrect assumptions about the world around them. They assume that Boo Radley is some sort of monster and ascribe near-supernatural powers to him. They assume that aunt Alexandra does not like them or their father. They assume that Mrs. Dubose is a mean old woman who hates children. And Scout in particular assumes that the world is a fair and honorable place. Over the course of the story, the children grow up and learn more about the world, and many of these initial assumptions are revealed to be incorrect. Lee explores the way that growing up and maturing into adults makes the world clearer while also less magical and more difficult. Scout’s rage against Mrs. Dubose or her teachers at school is simple and easy to comprehend, as is her terror of Boo Radley. Understanding the complexities underneath the behaviors she sees makes it more difficult to hate Mrs. Dubose or fear Boo, which in turn ties into the more obvious themes of racism, intolerance, and innocence in the story. The end result is that Lee connects racism with childish fears that adults ought not to experience. Prejudice There’s little doubt that To Kill a Mockingbird is concerned with racism and its corrosive effects on our society. Lee explores this theme with an initial subtlety; Tom Robinson and the crimes he is accused of are not explicitly mentioned until Chapter 9 in the book, and Scout’s understanding that her father, Atticus, is under pressure to drop the case and that his reputation is suffering because of it is developed slowly. Lee is not, however, solely concerned with racial prejudice. Rather, she explores the effects of prejudice of all kinds- racism, classism, and sexism. Scout and Jem slowly come to understand that all of these attitudes are incredibly harmful to society as a whole. Tom’s life is destroyed simply because he is a black man. Bob and Mayella Ewell, however, are also looked down upon by the town for their poverty, which is assumed to be due to their low class status and not to any sort of economic cause, and Lee makes it clear that they persecute Tom in part in order to assuage their own feelings of rage at the way they are treated, that racism is inextricably linked to economics, politics, and self-image. Sexism is explored in the novel through Scout and her constant battle to engage in behaviors she finds interesting and exciting instead of the behaviors that people like aunt Alexandra feel are more appropriate for a girl. Part of Scout’s development as a person is her journey from simple perplexity at these pressures to an understanding that society as a whole expects certain things from her solely due to her gender. Justice and Morality To Kill a Mockingbird is a surprisingly deft analysis of the differences between justice and morality. In the earlier parts of the novel Scout believes that morality and justice are the same thing- if you do wrong, you are punished; if you are innocent you will be fine. Tom Robinson’s trial and her observation of her father’s experiences teach her that there is often a stark difference between what is right and what is legal. Tom Robinson is innocent of the crime he is accused of, but loses his life. At the same time, Bob Ewell triumphs in the legal system but finds no justice either, and is reduced to drunkenly stalking children to compensate for being humiliated despite his victory. Symbols Mockingbirds. The title of the book references a moment in the story where Scout recalls Atticus warning her and Jem that killing mockingbirds is a sin, and Miss Maudie confirms this, explaining that Mockingbirds do nothing but sing- they do no harm. The mockingbird represents innocence- an innocence Scout and Jem slowly lose over the course of the story. Tim Johnson. The poor dog that Atticus shoots when it goes rabid has a name purposefully similar to Tom Robinson’s. The event is traumatic to Scout, and teaches her that innocence is no guarantee of happiness or of justice. Boo Radley. Arthur Radley is not so much a character as a walking symbol of Scout and Jem’s growing maturity. The way the children perceive Boo Radley is a constant marker of their growing maturity. Literary Devices Layered Narration. It can be easy to forget that the story is actually being told by a grown-up, adult Jenna Louise and not the 6-year-old Scout. This allows Lee to present the world in the stark black and white morality of a little girl while preserving the details whose significance would escape a child. Revelation. Because Lee restricts the point of view to Scout and what she directly observes, many details of the story are only revealed long after their occurrence. This creates an air of mystery for the reader that mimics the childish sense of not quite understanding what all the adults are up to.

Should I choose online or classroom SAT prep

Should I choose online or classroom SAT prep SAT / ACT Prep Online Guides and Tips Like most things in life, the answer to this question is: it depends. In this case, it depends on what kind of learner you are, what your schedule looks like, how quickly you need to beef up your skills, and how much you (or your parents) want to pay. Online education is still young, trying to find its footing as technologies become more sophisticated and people become more connected to the internet 24/7. And SAT prep is also entering a phase of speedy evolution, as theCollege Boardannounced recently that willprovide free preparation for theredesigned testthat begins in the Spring of 2016. But if the College Board’s record for (lack of) transparency is any indication, the prep they provide will be incomplete at best. They've been providing "College Board Official Prep" for decades and certain students benefit from more than that. After all, their job is to present questions that can’t be â€Å"tricked†! So it’s important to keep on top of all your options, as you only have to take the test once if you prepare well. Like it or not, the SAT is probably an important factor in the direction of your post-high school life. A quick comparison of online and classroom SAT prep: Online Classroom where wherever you want major cities when whenever you want late (average weekday start time 7pm) or early (average weekend start time 8am) setting home, library, your choice high school and college classrooms customization fully customized algorithmic program* none timed practice 10 full practice tests* none (no time!) program design self-paced pre-planned (if you get sick, too bad!) upgrades every 2 weeks when the test changes (approx. every 10 years) progress tracking constant and precise none instructor availability 24/7 during class time (about 3-6 hours per week) feedback constant and updated very little *with PrepScholar When Classroom is Better: Of course, there are advantages to traditional classroom instruction that are difficult to quantify. There are some types of students who will do well in a classroom setting: students who require the presence of an authority figure to get anything done students who enjoy the high school experience students who aren’t much higher or lower than the average ability of the class students who are willing to ask every single question they have students who prefer pen-and-paper work to online work If you or your student(s) fall into a few of these categories, you may want to consider classroom preparation. But most students don’t. Obviously, online SAT prep has a ton of advantagesand its abilities are expanding every day. The bottom line is that most proponents of classroom teaching don’t know what technology is capable of. Most educators, in high schools and big prep companies, are middle-aged or older. Their experience with technology is limited at best. PrepScholar (time to toot our own horn!) is founded and staffed entirely by people who have been using computers our whole lives. The company was founded on the principle that technology can provide enriching, compelling educational experiences and we are constantly working to push the boundaries of what we can deliver. We aren’t the least biased authority on the advantages of online test prep, but we may be the best informed. Next Up: Should you take the New SAT or Old SAT? And if you found this interesting or helpful, sign up to the right to stay updated on the topics we think SAT preppers and their parents might find useful. Also, get our FREE SAT guide!

Self-Actualisation is Impossible Within Today's Organizational Essay

Self-Actualisation is Impossible Within Today's Organizational Settings - Essay Example An individual employee would be motivated to take action if nothing hinders the emergence of high-level needs. Maslow’s hierarchy needs was designed according to U.S. cultural values. According to organizational behaviourists, organizations which endeavour to accomplish the needs of their personnel, attract the best workforce and consequently motivate the workers to perform excellently. The organization can use the wages, the work environment, and the people around the workplace to motivate the employees to work harder and achieve certain goals (Schreuder & Coetzee 2010). When organizations meet the low- order needs of the personnel, the workers will struggle for self-actualization, working to become the best they can be. The employees will thus deliver at their optimal level of creativity, turning into exceptionally valuable assets to the company. The contemporary organizations have therefore; put in place measures and strategies to enable the workers to self-actualize by acc omplishing the low-order needs of the employees. Nevertheless, some organizational behaviourists argue that it is impossible to satisfy several high-order needs in organizational settings (Hodson 2001). Eventually, the concept of self-actualization is difficult or impossible to achieve effectively in organizational settings. This paper will discuss whether it is possible for an organisation to realize self-actualisation for its individual employees. The paper presents an argument for and against self-actualisation within today’s organizational settings using illustrations from the contemporary organizational contexts. The possibility of self-actualisation within organizational context Self-actualisation is possible in high-level management than low level management because top managers are better equipped to meet their self-actualization and esteem needs. This is because the backdrop of challenging jobs and opportunities at organisational levels motivates self-actualisation n eeds. Working in teams increases employees’ abilities to satisfy their self-actualisation needs. This is because teamwork gives the employees the incentive to participate in decision making which impact on both the team and the organisation’s performance. Some employees are among group of employees trained by organisations to carry out multiple job tasks that may include hiring and training subordinates, and even terminating employment based on failure to perform satisfactorily. Self-actualisation and esteem needs begin to get satisfied when employees get to learn different tasks. Employees who are less empowered or have little control over their job tasks may feel no need for self-actualisation with regard to their job tasks. Empirical evidence shows that the satisfaction of self-actualisation needs varies according to employee’s job tasks, age, background, and the size of the company (Hellriegel & Slocum 2007). Dorer and Mahoney (2006) observe that organisatio ns could increase their productivity by increasing the individual performance of each employee and by optimisation of untapped potential inherent in employees. A full operational employee is actively involved in the development and utilisation of all his/her

Quality of arguements vs persuader attractiveness Lab Report

Quality of arguements vs persuader attractiveness - Lab Report Example These cues are as follows: Reciprocation, "You owe me"; "Love me, love my ideas"; Authority, "Just because I say so"; and Scarcity, "Quick, before they're all gone" (Griffin 198). These cues are often the excuse people use when supporting or validating their actions. There are various factors involved which determine the route to be employed. These include the extent to which the concerned individual is involved in the issue. When the point is of "putting your money where your mouth is", one is more cautious. Argument quality manipulation is another factor. Whether arguments are presented as non biased facts or in a rhetoric manner each elicits a different cognitive response. The perceived ability of the concerned individual can also pose a barrier to processing the argument through central route. Several arguments are pre-tested in pilot experiments; those that elicit consistently favorable cognitive responses are labeled strong arguments and those that evoke consistently unfavorable cognitive responses become weak arguments. ... These cues are often the excuse people use when supporting or validating their actions. There are various factors involved which determine the route to be employed. These include the extent to which the concerned individual is involved in the issue. When the point is of "putting your money where your mouth is", one is more cautious. Argument quality manipulation is another factor. Whether arguments are presented as non biased facts or in a rhetoric manner each elicits a different cognitive response. The perceived ability of the concerned individual can also pose a barrier to processing the argument through central route. Several arguments are pre-tested in pilot experiments; those that elicit consistently favorable cognitive responses are labeled strong arguments and those that evoke consistently unfavorable cognitive responses become weak arguments. People tend to derive their self-esteem from the same traits that lead to social acceptance (e.g., competence, likability, attractiveness). Halo effects refer to instances in which information about one attribute influences judgments about other unrelated attributes. To the extent that even the violence depicted in media is most apt to be learned when an attractive perpetrator with whom the viewer can identify engages in justified and rewarded violence that fails to depict the harm suffered by the victim of the violence. People who enjoy thinking (i.e., those high in need for cognition; Cacioppo & Petty, 1982) on the other hand tend to form attitudes on the basis of the quality of the arguments in a message rather than on peripheral cues (see Cacioppo, Petty, & Morris, 1983). Individual differences also exist in the ability of people to think about a persuasive

Fulton's Ice Land Case Study Example | Topics and Well Written Essays - 1250 words

Fulton's Ice Land - Case Study Example Therefore Fulton is trying to adopt some strategies which would increase its profits. Fulton’s current strategy To evaluate the current strategy of Fulton’s ice Land, the 4Cs of marketing is taken into consideration. The 4Cs includes Customer Value, Cost, Convenience and Communication (Crandall, p.57). Fulton’s Ice Land offers indoor staking with a conventional hockey rink surface. Steve operates the staking program and runs a successful hockey program which is accompanied by decent profits. Steve wants to expand his business so that he could allow 700 people at one time in the public session. Steve has 14 public staking session in his ice skating but unfortunately it has not attracted many customers. Out of which the public sessions hold on Saturday and Sunday afternoon has been the most successful, which has recorded an average of 200 people during the winter session. This session has mainly attracted the kids dropped by their parents for many hours and also at tracted few family groups. But the public session operated on Friday and Saturday evening were the biggest disappointment for Steve. This session attracted the age group of 8-14 years and only a handful of young and teenage couples affecting the environment which Steve expected to create for the dating couples and the old patrons. Later Steve limited this session for people of age group above 14 years so to get a better environment for the young crowds. In order to make the skating fun and relaxing Steve installed few lights and music which encourage people to skate to the beats of the music and couples to skate together. Steve basically tried to attract the couples and was successful. Steve hired a local radio disk jockey which attracted many young crowds and couples. Steve realized that it was hard changing the attitude of the people and most of its customers on the weekends belonged to age group of 13 and less. Thus Steve’s effort to attract the teenage and couples did not generate a positive response. Steve’s motive of expanding his public skating program was assumed to attract as many as 700 customers in a public session instead of limiting the use of ice to 12 to 24 players per hour. Steve plans to charge $200 an hour plus concession sale, the two hour public skating would be charged at a rate of $5 per person which would yield up to $3500 for two hours plus a higher concession rate. By operating a large public skating session Fulton expected to earn a profitable turnover. Fulton’s evening session on Friday and Saturday were rated at $5 per person and $1.50 for skate rental. Steve has invested more than $3000 in lighting and about $9000 in promotional activity mainly promoting the rock music radio station which proved to be a failure. Steve operated 14 sessions out of which the public session on Saturday and Sunday were the most successful. The people could choose a session as per their convenience. The kids and families usually arri ved more on Saturday and Sunday during the winter. Fulton Ice Land is situated in the northern part of USA, which is attracted by many Ice Skating rinks; therefore Fulton’s introduction of 14 public sessions would be convenient for the people to choose as per their timings and enjoy the winter with families and friends. Steve used radio as a means of communication in promoting its new offerings, which did not deliver a desired result. Steve spent almost $9000 in promoting the session over rock music radio

Property valuation questions Essay Example | Topics and Well Written Essays - 1750 words

Property valuation questions - Essay Example Here discounted cash flow method is used in this type of property valuation methods. The Residual Method: This method is used to value existing properties that has a potential to redevelop. This method of property valuation consists of many variables and these variables are very sensitive to any changes in market conditions. The Profits Method: This method is also known as account method. It is used where a commercial property is used for accommodation as an integral part of its business. It is generally used in trading premises but also restricted to the property that changes hand on freehold basis. The cost Approach: This method of property valuation for a property that is acquired by its owner but lacks in comparable evidence for similar property transactions. It works on the assumption that the property valued forms part of an ongoing business asset. 5. The comparative method: When comparable transaction of a property is done against a property with similar characteristic. This method of property valuation is called the comparative method of valuation. Generally valuation of agricultural land is mostly valued using this valuation method where the value of the agricultural land is derived from the similar land sold earlier. This method is also in use in UK as an informative source. It is used as standalone valuation method in UK. The Investment Method: This method is generally used to value an income producing property. This method is used to value a commercial property that has a capability to produce rental income. Here discounted cash flow method is used in this type of property valuation methods. The Residual Method: This method is used to value existing properties that has a potential to redevelop. This method of property valuation consists of many variables and these variables are very sensitive to any changes in market conditions. The Profits Method: This method is also known as account method. It is used where a commercial property is used for accommodation as an integral part of its business. It is generally used in trading premises but also restricted to the property that changes hand on freehold basis. The cost Approach: This method of property valuation for a property that is acquired by its owner but lacks in comparable evidence for similar property transactions. It works on the assumption that the property valued forms part of an ongoing business asset. (b) (i) The comparative method (ii) The profit method (iii) The investment method (iv)The investment method 3. Assumptions: (i) First assumption is, the appraised value of a property will vary that depends on whether the appraisal is conducted for the buyer or the seller of the property. (ii) The second assumption is the appraisers are hired only to estimate real estate property values in property sales involving mortgage lending transactions for the property valued. (iii) The third assumption is, market value should approximate replacement cost for the similar property. (iv) The forth assumption is that the assessed value should equate to market value of the property. (v) The fifth assumption is that the appraisers use a formula, such as a specific price per square foot, to figure out the value of a home or any other residential property. (vi) The sixth assumption is that as because consumers pay for appraisals when applying for loans to purchase or refinance real estate, they own their appraisal for there property. (vii) The seventh assumption is that an appraisal is the same as a home inspection for property. 4. Statutory Reasons: (i) The property valuation for statutory purposes including rating of the property. (ii) Government taxes affecting property including land tax and should be taken care of on valuation. Non-Statutory Reasons: (i) Property non-statutory instrument to assert its influence on the land and property markets for the property. (ii) The property tax exemption is limited to the non-profit activities for the property. 5. The comparative method: When comparable transaction of a property is done against a property with similar characteristic. This method of property valuation is called the comparative method of valuation. Generally valuation of agricultural land is mostly valued using this valuation method where the value of the agricultural land