Themes of Prejudice and Tolerance in To Kill a Mockingbird Essay

The book To Kill a Mockingbird by Harper Lee is a Pulitzer Prize winning novel. It is set in the 1930s, a time when racism was very prominent. Harper Lee emphasizes the themes of prejudice and tolerance in her novel through the use of her characters and their interactions within the Maycomb community. The narrator of the story, Scout, comes across many people and situations with prejudice and tolerance, as her father defends a black man. Racial prejudice is widespread in the county of Maycomb, and a prime example is the Tom Robinson case. Tom, a black man, was accused of raping Mayella, a white woman. Atticus puts forward all evidence from his witnesses that clearly proves Tom was innocent, Jem even says, ?and we?re gonna win Scout. I don?t see how we can?t? (pg 206), but Tom still received a ?Guilty? verdict. Atticus tried removing the prejudiced thoughts of the jurors by saying, the assumption - the evil assumption - that all Negroes lie, that all Negroes are basically immoral beings. (pg 208). Atticus? saying insinuated the point that all of God?s children were created equal. To the jury, the only important thing was that Tom was black and the accuser was white, he never stood a chance under those conditions. These racial tensions between blacks and whites had made their way into the courtroom, a place where everyone should receive a fair trial no matter what race or colour, but an unjust verdict was reached. The prejudice that was felt towards Tom made him lose all hope of freedom, and as a result, he died upon an escape attempt. Tom was victim of racial prejudice and loss of hope. The novel not only explores racial prejudice, but also prejudice against gender and social status. Maudie is a victim of prejudice agains... ... situation from their perspective, and in this case, Atticus reveals Mrs Dubose being a morphine addict. She wanted to die without having to rely on the drug and her escapades were what it easier. Jem and Scout understood the situation and learnt the importance of tolerance. The themes of prejudice and tolerance are conveyed strongly through the characters and their dilemmas. Jem and Scout learn of the prejudice of the town Maycomb to Atticus defending a black man, Tom Robinson. However, Miss Maudie, Calpurnia and several others show that not everyone in Maycomb are so judgemental. Jem and Scout also learn how to deal with situations sensibly from their father, they learn how to be tolerant. Thus, the novel?s characters demonstrate both prejudice and tolerance. Works Cited Lee, Harper. To Kill a Mockingbird. New York City, NY: J.B.Lippincott Company, 2008.

Activity Based Management Systems

Noverre is seeking to state here that the maitre de concert dance should non try to utilize force and coercion to accomplish his coveted result, and that he should more or less be present merely to offer words of advice and non to implement anything on the terpsichoreans. Similarly, if we transpose this into the context of dance instruction, a good dance pedagogue should non turn his or her pupils into some sort of machine-controlled automatons by take a firm standing that the pupils all simply follow and transcript him. This does non promote any sort of artistic and aesthetic sensitivenesss in the pupils, nor does it excite the scholars to develop their ain sense of look, passion and individuality in their ain dance. They therefore create pupils who are mere C transcripts of themselves who will non last nor travel far in the dance universe because they have non been taught to believe for themselves. In add-on, dance instruction should perservere to supply a acquisition environment t hat non merely offers encouragement and advice on how to better themselves and their dance, but one that will excite the pupils ‘ creativeness and artistic virtue. Dance pedagogues should besides move as wise mans who are at that place to steer the pupils alternatively of smothering them by throwing them into an environment where the pupils learn under fright and by force. Based on the citations below, dance is an abstraction of world and it should be expressive. To develop a terpsichorean is to prepare an creative person who is technically adept, aesthetically sensitive, intelligent, and creatively expressive. How do you, as a dance pedagogue, develop the aesthetic sensitiveness, interpretative ability and originative expressivity of your dance pupils? As a dance pedagogue, the first measure for me towards developing aesthetic sensitiveness, interpretative ability and originative expressivity of my pupils would be to concentrate on 3 watercourses: prowess, aesthetics, and cultural grasp of dance. The pupils would hold to make, experiment, and ticker and the combination of these 3 actions would in bend lead to a greater grasp of and for dance as a signifier of art. I would desire my pupils to non merely dance, but besides create – as in, choreograph because it is through this procedure where they would develop a great sense of artistic virtue and esthesia. I would besides desire them to watch a great assortment of dance shows and non merely simply limit themselves to state concert dance, or pat. This would open their positions in the universe of dance and assist them to pull on many inspirations when they dance and create in category. Ultimately, I want to make pupils who are motivated to believe for themselves, and who are a ble to pull upon their ain personal cognition and experiences and link these to their dance. This I feel, would enable them to hone their interpretative and artistic accomplishments and go believing terpsichoreans with a great deepness of non merely intelligence, but proficient and artistic accomplishment. What in your thought, are the elements that need to be integrated to put up a meaningful acquisition context for your dance pupils? In my sentiment, to develop a really strong sense of kinaesthetic intelligence is needed to being with, because it is of import for the pupils to hold on the construct and be able to associate really closely both head and organic structure in their dance enterprises. This can be brought about by developing our focal point on the procedure in dance instruction whereby the 3 watercourses of artistic, aesthetic and cultural grasp of dance culminate to supply a meaningful acquisition context. In add-on, I feel it is of import that we include the component of easing the acquisition of dance through other academic subjects and life accomplishments. This in bend makes the whole experience of dance instruction double meaningful because it enables the pupils to pull upon their ain personal experiences and convey these into developing their ain alone individualities and believing in dance. Furthermore, it is besides of import non to bury to include the indispensable proficient facets of dance such as the find of beat, infinite, way, attempt, kineticss, locomotor, and motion motives and unite these with the non-locomotor facets of dance such as look, representation and public presentation to make a wholistic acquisition environment for the pupils. Furthermore, it is of import to incorporate cognition and cognitive intelligence together with bodily and kinaesthetic intelligence so that the pupils come to recognize that dance as a signifier of art is non merely about mere superficial proficient glare and aesthetic beauty and that there is far more to it than meets the oculus. How would you use the construct of incorporating reason and prowess to dance instruction? This is a really of import issue that should be addressed because there is a really all right line between being nonsubjective and excessively nonsubjective, or being subjective or excessively subjective. However, this is a line that we as dance pedagogues frequently need to step on because of the nature of dance as a signifier of art. We can non trust on ever the merchandise – by concentrating merely on proficient ability, we hence negate the elements of look and individuality in the public presentation of dance. However, if we rely excessively much on the procedure of learning dance and acquire so caught up with stimulating creativeness and look in the pupils, so we are besides contradicting the factor that dance is finally, a signifier of art that serves to showcase aesthetic glare and extended proficient capablenesss that audiences ever look for. Therefore, there needs to be an equilibrium that is applied between reason and prowess in learning whereby the pedagogue needs t o ever be cognizant of the balance between keeping and bettering the pupils ‘ proficient abilities and yet at the same clip seek to foster their unconditioned sense of prowess to make an art that is aesthetically delighting. I would use this construct of incorporating reason and prowess in dance instruction by using the midway theoretical account of learning as proposed by Smith-Autard in her book ‘The Art of Dance in Education ‘ . I find that this is a really appropriate theoretical account to turn to because it is a matrimony of the most of import elements from the procedure and merchandise theoretical accounts severally. It combines the opposing points from these theoretical accounts into a theoretical account of all rounded acquisition, which places equal accent on making, executing, sing and appreciating dance. We frequently teach how we were taught, what are the branchings of this booby trap for a beginning dance instructor? This is besides yet another issue that tend to impact many of us immature instructors and that needs to be addressed. The effects of learning how we ourselves were taught can be both positive and negative. The general position we tend to keep is that if we are or were being taught in a certain mode, so it must be the absolute and right manner in which we should learn our ain pupils. The gimmick lies in the fact that if we had good pedagogues who nurtured our passions and encouraged the development and cultivation of artistic, aesthetic, and cultural intelligence in dance, who married both proficient and public presentation facets of dance, so this method would be more or less harmless if we in bend decided to learn our pupils in this mode every bit good. However, if we had instructors who taught us without any respect whatsoever for artistic virtue and kinaesthetic esthesias, who, harmonizing to Rand in Reading 2, were monsters who created machine-controlled pupils, so this would be the incorrect manner to travel and the result would be batches of pupils who would non be able to widen their positions and believe for themselves, who would follow mindlessly and non see the absolute ‘joyous spontaneousness ‘ ( Noverre ) of the art of dancing. In add-on, if we do non seek or try to develop our ain methods of learning – by pulling upon all the positive and effectual methods which we have experienced throughout our old ages of dance and acquisition dance, there may be many loopholes in our instruction methods and the pupils in bend will non be able to acquire the most out of their dance instruction procedure. We, as dance pedagogues, have to and should bear in head that even learning dance is a signifier of art that we should near with much sensitiveness, attention, cognition, and daintiness in order to make the most meaningful acquisition environment for our pupils. An first-class dance pedagogue inspires. In order to actuate your ain dance pupils positively, it is of import you demand yourself to possess the same qualities as you demand of your pupils. What, in your sentiment, are these qualities? In my sentiment, these qualities should be expressiveness, creativeness, invention, being extremely perceptive to the infinite and people around oneself, holding a sense of unfastened mindedness so that we do non barricade our personal creative and inventive procedures, sensitiveness with respects to infinite, clip, beat, and way, esthesia with respect to the employment of logical thought, every bit good as artistic, aesthetic and cultural consciousness, careful use and application of technique and manner, every bit good as possessing a strong sense of individualism, good musicalness, spontaneousness, and most significantly, public presentation quality. Reading 2 Compare and remark on the position behind these two instruction attacks refering human nature and how one learns: ‘†¦to obtain conformity and subject from dance pupils by shouting at them, penalizing them for errors and haling them into accepted behaviours through bribing and calming ‘ ‘†¦to cultivate self-denial and ownership through positive support, development of independent believing through logical thinking and, duty through larning about causality ‘ In the reading, Rand introduces us to the modern doctrine of Naturalism and its metaphysical projection of how adult male should be and act. First, the two positions here are polar antonyms of each other and they represent basically what Rand negotiations about in the reading of the ideal and existent projection of adult male by the naturalists as monsters alternatively of heroes. The first position here so represents adult male as an machine-controlled monster who has no feelings nor respect whatsoever for others because he is reassured by the irrational philosophical strong belief that he can be pardoned or accounted for even by moving like that. In this instance, the ‘cultural bankruptcy ‘ that Rand negotiations about is apparent in that Man has succumbed to his ‘tragic defect ‘ and has chosen non to exert any sort of control over his sense of ground values. Hence in this instance, the pupils would endure from a really machine-controlled sort of acquisition and finally, the ‘joyous spontaneousness ‘ that should be present in Man ‘s learning procedure and journey would be destroyed. However, in contrast in the 2nd position, we can see that this conforms more to the Romantic doctrine whereby adult male is presented as a hero, as being in entire control over his actions and being every bit good as being in ownership of a positive energy to make his highest potency and to hold the same respect for others. In bend, the acquisition procedure here would finally be really different from that in the first position. This could be representative of a successful instruction theoretical account, because the pupils are placed in a positive acquisition environment whereby their creativeness and spontaneousness will be stimulated because they are happy and encouraged, non to reference they will be an impulse to seek out artistic virtue alternatively of contradicting it in the acquisition procedure. Compare and remark on thoughts in dance aesthetics in ancient history, the Renaissance period, modern and modern-day times. What are the deductions for dance pedagogues as a effect of these altering thoughts about dance aesthetics? Dance aesthetics in ancient history, the Renaissance period and modern and modern-day times differed really greatly from each other. The biggest going would likely be that of the Renaissance period whereby the Romantics painted a really positive and epic image of adult male as a godlike entity whereas the naturalists during the modern and modern-day times regarded aesthetics as non being present but simply as a statistical presence. As a consequence of these altering thoughts about dance aesthetics, there are many deductions for dance pedagogues, one of which would be to maintain an unfastened head about how to educate and instill this sense of aesthetics into the terpsichoreans. We have to be really careful because there is a all right line between steering and fostering this sense of aesthetics as opposed to going forceful and didactic in our avidity to pull this out from the pupils. As it is, aesthetics in dance in the present is really extremely regarded as of import and indispen sable portion of our art so in bend it is of import that we as dance pedagogues manage to promote this in our pupils.

Gender Discrimination A Root Of Gender Roles And...

Gender Discrimination: A Root of Gender Roles And Preconceived labels The sociological definition of the word gender: The extent to which one identifies as being either masculine or feminine. In the American society more people are starting to be aware of issues perceived with gender. Combined with all the current events that we are facing today, this topic is being discussed more than ever. Currently there is a multitude of perceptions about each gender, most start with the idea of gender typing, that we are going to assume that women already have lower paying jobs, and do all the housework. This, ties in with social labels that are unfairly placed upon women. Another ideal is the glass ceiling that limits women from their full potential and the only reason that it is there is because of society, a glass ceiling that limits them from getting jobs, creates harassment in the workplace, and also encourages a hostile environment.Gender discrimination is still massively prevalent in today’s society. Gender discrimination is a deceivable notion of supremacy which allows the degradation of the female gender. Both men and women need to realize that gender discrimination only sets us back as a society. In order to continue into the new era that we are on the edge of we must put aside all of these issues that have to do with gender. â€Å"This female economic experience of discrimination is a constant restraint that impedes her in her economic interactions. 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